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Organizational Systems and Quality Leadership Sample

Introduction

Root Cause Analysis (RCA) is a critical tool in healthcare organizations because of its role in identifying and analyzing serious adverse health events. RCA is used by healthcare organizations as a tool for analyzing errors and taking corrective measures to contain them before further damage is done. A key factor in RCA is the identification of problems in the healthcare that increase the chances of errors while also minimizing mistakes done by individuals. RCA relies on systems approach technology to identify all types of errors-both active and latent errors (Cherry, & Jacob, 2019). Latent errors are those that are hidden but cause damage to healthcare while active errors are those that occur at the point where humans and complex systems meet. RCA follows a strict specified protocol that often begins with collecting data about an adverse health condition and proceeding to reconstruct the problem with a view of finding effective solutions to contain it. Root Cause Analysis plays an integral role in preventing future injuries and harm by eliminating errors.

Part A1: The Purpose of Conducting a Root-Cause Analysis (RCA)

The objective of carrying out RCA is to analyze serious adverse health events to stop them from causing further harm. The idea behind RCA is to identify the root cause of a problem and construct an effective approach to curbing them at the earliest opportunity. RCA operates on the idea that problems are not only solved when they arise but also finding a way to prevent such problems from reoccurring in the future. Preventing an event from reoccurring saves healthcare organizations resources, time, and money.

6 Steps Used in Conducting Root Cause Analysis

1. Problem definition 

This is the first step in conducting RCA. In this step, an organization must ensure that the problem faced by customers/patients is aligned with their needs. For example, in the case of Mr. B from the case scenario, Dr. T did not carry out adequate problem identification on Mr. B. For example, Dr. T writes the order for Nurse J to administer diazepam 5 mg IVP to Mr. B. The medication diazepam is administered IVP at 4:05 p.m. After five minutes, the diazepam appears not to affect Mr. B, and Dr. T instructs Nurse J to administer hydromorphone 2 mg IVP. The medication hydromorphone is administered IVP at 4:15 p.m. After five minutes, Dr. T is still not satisfied with the level of sedation Mr. B has achieved and instructs Nurse J to administer another 2 mg of hydromorphone IVP and an additional 5 mg of diazepam IVP.

The physician’s goal is for the patient to achieve skeletal muscle relaxation from the diazepam, which will aid in the manual manipulation, relocation, and alignment of Mr. B’s hip. The hydromorphone IVP was administered to achieve pain control and sedation. It was only after a review of Mr. Bs’ medical history does Dr. T realize that Mr. B’s weight and his regular use of oxycodone make it difficult to sedate him. Another potential problem was that the nurse and doctor attending to Mr. B failed to monitor his respirations and ECG.

2. Data Collection and Determining what should have Happened

After a problem has been identified and properly defined, the team must gather sufficient data and information that support the problem identified. For example, from the case scenario given, the team must gather as much information about each patient as possible. Some of the critical data to focus on include; previous history of the problem, recurring health problems, potential side effects from certain medications among others. Most importantly, the team must evaluate what was done differently and what should have happened in an ideal situation.

3. Determining the Causes

At this point, the team must ask themselves the causes of the identified problem or the factors that led or contributed to the event. Here, the team looks at both the contributory factors-the indirect causes, and the direct causes of a problem. The Institute for Health Improvement-IHI supports a fishbone diagram is one of the critical tools in identifying the factors that cause a problem.

4. Developing Causal Statements

A causal statement links the identified problem to its effects. Here, the team must find out all the effects that arise from the identified problem and then link it back to the main event. For example, in the case of Mr. B, his original problem was severe pain in his leg and hip resulting from falling. However, a failure on Dr. Ts’part to overlook Mr. Bs’weight and other health problems record resulted in the administration of several different sedation drugs. The patient was also not put on supplemental oxygen and neither was his respiration and ECG monitored. These are problems that were created by the attending physician and nurse that led to the deterioration of Mr. B’s health and eventual death.

5. Preventing a Reoccurrence of the Event

Having identified an event and its effects, the next step is to recommend actions to take to avert a reoccurrence of the problem in the future. For example, one of the recommendations that the team may find useful based on the case scenarios is identifying strategies that force users to avoid making errors. Another recommendation that the team may find useful in preventing future recurrence of similar problems is eliminating redundancy by performing double checks and having backup systems.

6. Writing a Summary/ Monitoring and Sustaining

Here, an organization must ensure that the recommended changes aimed at preventing a reoccurrence of the identified problem are strictly implemented. The new changes must be continuously monitored and sustained to ensure operational excellence.

Part A2: Causative and Contributing Factors in RCA

There is a clear difference between a root cause and a contributing factor. The root cause is the underlying condition that creates a harmful event to happen/occur while a causal factor is an unintended contributor to an event. A root cause of an event influences the process. If the event has no relationship with a causal process, it is not possible to have a causal factor (Kellogg et al., 2017). It is critical to remember that a causal factor is not caused by a single event but rather by a series of events that eventually influence the outcome of the initial main problem. This is to say that the main event/root cause can happen again even without the causal factor.

Root causes are the underlying issues that lead to the happening of a harmful event while causal factors are factors that contribute to the worsening of the main issue/problem. For example, from the case scenario of Mr. B., his root cause of hospitalization was hip and leg pain caused by falling after tripping. However, an attempt to have Mr. B sedated went bad after Dr. T ordered the attending nurse to administer several different sedatives on Mr. B without a thorough look at his medical history such as weight. Secondly, Mr. B was not put on supplemental oxygen, neither was his ECG and reparations monitored. These causal events led to the deterioration of Mr. Bs’ health and eventual death.

Part B: The Improvement Plan/ Lewin’s Change Theory

Kurt Lewin developed the Change Theory of Nursing using a three-stage model to induce change in an organization. The fundamental tenet of Lewin’s model of change theory is that for effective changes to occur in an organization, any prior learning must be entirely rejected and completely replaced. He came up with the model of change known as unfreezing-change-refreeze. Lewin defined behavior as the balancing of forces pulling in opposite directions. In his theory of change, Lewin asserted that there are driving forces in human behavior that push in a certain direction causing change to occur.

In the unfreezing stage, Lewin asserts that organizations must find a way or process that makes it possible for people to leave the old patterns of behavior. For example, an organization can create a compelling message to its human resource showing them why the old way of doing things cannot and must continue. This can be done by challenging the current behavior, values, and attitudes.

In the change stage, the uncertainty created in the unfreezing stage makes people find ways of resolving it by finding new ways of doing things. While this transition does not occur overnight, Lewin asserts that this is the stage where an organization can inject the values, beliefs, and behaviors it wants to have. The last stage of Lewin’s change model is refreezing. At this stage, people have accepted and embraced the new values, beliefs, and behavior and now it is time for an organization to make sure that the changes are operational at all times.

In the case scenario provided, one of the problems with the staff is carelessness which results in petty but costly medical errors. For example, in the case of Mr. B., a simple check of his medical record would have revealed to the attending doctor the appropriate sedative to use on him based on his weight. However, the doctor ignored to check the patient’s weight and instead administered several different sedatives after the initial sedatives failed to work. Secondly, after attending to Mr., the nurse failed to monitor the patient’s ECG and respiration. This careless behavior caused the patient his life. Lewin’s change model can be used to help the nurses and other caregivers at this hospital change their behavior, attitude, and beliefs to diligently carry out their duties.

Part C: Purpose of Failure Mode and Effects Analysis (FMEA)

Failure Modes and Effects Analysis-FMEA is a step-by-step method of identifying failures in a process or system. The term failure modes refer to ways in which something can fail due to errors or defects in the system. Effects analysis, as defined by Black (2019), is the act of studying the consequences occasioned by the said failures. Thus, the purpose of FMEA is to take action at the earliest opportunity to eliminate potential or actual failures putting the focus on ones with the highest priority.

In assessing failure modes, priority is given to situations according to the seriousness of their consequences. Besides, an organization must determine the frequency of the failures and how easily they can be detected. For example, from the case study given, one of the recurring failures in the case scenario is medical errors. The medical errors shown in the case study are not due to a lack of knowledge or proper training on the part of the doctors and nurses but due to petty negligence and carelessness. An FMEA would reveal the extent of the problem in this facility and the consequences of such actions on the patients and the organization.

Part D: Testing the Interventions

           The intervention chosen to solve the identified problem is creating a new organizational culture aimed at instilling new behavior, attitudes, and beliefs. Some of the steps critical to the implementation of the new organizational culture include; aligning the culture with the aims and objectives to be achieved, defining the new sets of values, behavior, and beliefs, creating and defining the non-negotiables, and demanding accountability.

Having set the parameters necessary for the implementation of the invention, it is critical to test the intervention. One way through which the intervention can be tested is by comparing current behavior, beliefs, and attitudes against previous ones. If the scores are low on these parameters, it means no visible changes are happening. If the score indicates upward changes, it means that there is an improvement.

Another critical way of testing the intervention chosen is by getting feedback from the customers/patients. The positive response from customers is an indication of an improvement in the changes while a negative response from customers means that things have not changed. Customers are an essential tool in evaluating change in an organization. Surveying customer satisfaction can show the direction the organization is headed. Similarly, a customer survey can reveal to an organization if new changes are working or not.

Part E: Demonstrating Leadership by Nurses

1.Promotion of Quality Care

Nurses can demonstrate leadership in promoting quality care through qualities such as clear communication, collaboration with others, and promoting a conducive environment for work engagement. In the promotion of quality care, nurses must have the right skills and education, attitude, behavior, and beliefs. To begin, the promotion of quality care begins with the knowledge and understanding of the four principles of nursing-autonomy, justice, nonmaleficence, and beneficence. An understanding of these principles helps nurses to form and create effective personal and nursing theories that promote quality care.

2. Patient Outcomes

Nurses can demonstrate leadership in improving patient outcomes by engaging in activities that boost patient safety and care. Nurses can positively impact patient outcomes by promoting and supporting positive care for patients. This factor means that nurses must act and behave in ways that enhance patient safety and satisfaction at all times. For example, not bringing harm to patients is one way of promoting patient satisfaction. For instance, from the case scenario provided, Dr.T. could have evaded bringing further harm to Mr. B. if he acted right by consulting the patient’s health record.

3. 3. Influencing Quality Improvement

Nurses must improve the quality of care they provide to patients. Nurses leaders can influence the organizational culture to create a positive work environment where nurses ‘behavior, attitudes, and beliefs are oriented towards the provision of quality care to patients. Secondly, nurses must think about how their actions, attitudes, personal worldview, and behavior impact the quality of services they provide to customers (Sluggett et al., 2019). Nurses must put aside their personal biases and prejudice related to race, religion, and personal worldview when dealing with patients Nurses must have good nursing philosophies to enhance the quality of care they provide.

A good nursing philosophy is based on critical values and beliefs such as compassion, integrity, human dignity, and altruism. These factors enable nurses to get a clear and accurate patient diagnosis treatment as well as identifying areas of priority. Key responsibilities that define the conceptual framework of nursing practice are based on improved patient outcomes. A nurse’s core duties include promoting patient safety, managing the patient environment, providing individualized care, creating a positive interpersonal relationship with patients, and using evidence-based practices in inpatient intervention. As a nurse, some of the values and beliefs that are critical are a combination of a set of principles that include altruism, human dignity, caring, and integrity.

Part E 1: The Involvement of the Professional Nurse in The RCA and FMEA Processes Demonstrates Leadership Qualities

As part of the FMEA team, nurses can demonstrate leadership by identifying causes of problems, risks, and the severity of errors. According to Pena and Melleiro (2017), RCA looks back at what has already happened and how to prevent the same from reoccurring in the future. FMEA looks ahead to what could happen and devising solutions to stop it from happening. Based on this analogy, in RCA, nurses can help to identify the causes of problems and contribute to finding solutions so that such problems are reduced or avoided in the future. Nurses spend more time with patients than any other caregiver, thus, their input on preventing potential problems is critical as they understand the ‘ground’ better than other healthcare workers when it comes to patient matters. Regarding FMEA, nurses can demonstrate leadership by actively contributing to finding solutions to stop potential or actual harm from happening in the future.

Nurses can competently demonstrate leadership through their skills, education, and training. The most critical skills regarding skills training and education are conceptual skills, human skills, and technical skills. Using these three competencies, nurses can adequately demonstrate leadership through the promotion of quality care. These three factors have a big impact on the quality of care given to patients as well as patient outcomes. Besides these skills and competencies, nurses must have effective communication skills to enhance quality care. Effective communication skills are essential for communication with both colleagues and patients as well as external customers. Effective communication skills promote an environment of care and positive organizational culture.

Conclusion

Root Cause Analysis is a critical and essential tool in healthcare because it helps healthcare organizations tackle potential and actual health problems. An RCA is used by healthcare facilities to analyze the nature of problems and take corrective measures before they explode into bigger problems. Conversely, an FMEA- Failure Mode and Effects Analysis is a tool used by organizations to analyze failures in their systems or processes. The difference between RCA and FMEA is that the former looks at what has already happened and how it can be remedied. It also looks at how the same can be stopped from happening in the future. The latter-FMEA looks at the future by anticipating potential problems and devising ways to avoid them before they happen. FMEA also looks for solutions to mitigate the impact of the anticipated problem so that should they occur, solutions are ready.

References

• Black, J. M. (2019). Root cause analysis for hospital-acquired pressure injury. Journal of Wound Ostomy & Continence Nursing, 46(4), 298-304. https://doi.org/10.1097/won.0000000000000546
• Cherry, B., & Jacob, S. (2019). Contemporary nursing: Issues, trends, and management (8th ed.). St. Louis: Mosby Elsevier.
• Kellogg, K. M., Hettinger, Z., Shah, M., Wears, R. L., Sellers, C. R., Squires, M., & Fairbanks, R. J. (2017). Our current approach to root cause analysis: is it contributing to our failure to improve patient safety?. BMJ Quality & Safety, 26(5), 381-387. https://doi.org/10.1136/bmjqs-2016-005991
• Pena, M. M., & Melleiro, M. M. (2017). The root cause analysis method for the investigation of adverse events. Journal of Nursing – UFPE Online [Internet], 11, 5297-304. https://doi.org/10.5205/1981-8963-v11i12a25092p5297-5304-2017
• Sluggett, J. K., Lalic, S., Hosking, S. M., Ilom?ki, J., Shortt, T., McLoughlin, J., Yu, S., Copper, T., Robson, L., Van Dyk, E., Visvanathan, R. & Bell, J. S. (2019). Root cause analysis of fall-related hospitalisations among residents of aged care services. Aging Clinical And Experimental Research, 32, 1947-1957. https://doi.org/10.1007/s40520-019-01407-z

Outcomes And Patient Care Efficiencies Essay 2

Outcomes And Patient Care Efficiencies Essay 2

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare for Outcomes And Patient Care Efficiencies Essay 2:

• Review the concepts of technology application as presented in the Resources.
• Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

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Outcomes And Patient Care Efficiencies Essay 2 – The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

• Describe the project you propose.
• Identify the stakeholders impacted by this project.
• Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
• Identify the technologies required to implement this project and explain why.
• Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

Outcomes And Patient Care Efficiencies Essay 2 Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings for Outcomes And Patient Care Efficiencies Essay 2

• McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)

Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)

• American Nurses Association. (2018). Inclusion of recognized terminologies supporting nursing practice within electronic health records and other health information technology solutions. Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/Inclusion-of-Recognized-Terminologies-Supporting-Nursing-Practice-within-Electronic-Health-Records/
• Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf
• Macieria, T. G. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D. J., Lopez, K. D., & Keenan, G. (2017). Evidence of progress in making nursing practice visible using standardized nursing data: A systematic review. AMIA Annual Symposium Proceedings, 2017, 1205–1214. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/
• Office of the National Coordinator for Health Information Technology. (2017). Standard nursing terminologies: A landscape analysis. Retrieved from https://www.healthit.gov/sites/default/files/snt_final_05302017.pdf
• Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05.

Note: You will access this article from the Walden Library databases.

• Thew, J. (2016, April 19). Big data means big potential, challenges for nurse execs. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs
• Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

Note: You will access this article from the Walden Library databases.

Outcomes And Patient Care Efficiencies Essay 2 Required Media

• Laureate Education (Executive Producer). (2012). Data, information, knowledge and wisdom continuum [Multimedia file]. Baltimore, MD: Author. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6051/03/mm/continuum/index.html
• Public Health Informatics Institute. (2017). Public Health Informatics: “shipping” information for better health [Video file]. Retrieved from https://www.youtube.com/watch?v=q1gNQ9dm0zg.
• Public Health Informatics Institute. (2017). Public Health Informatics: knowledge “architecture” [Video file]. Retrieved from https://www.youtube.com/watch?v=sofmUeQkMLU.

Also Read: DQ: Outbreak of an infectious or communicable disease

PA006 Global Health Comparison Grid Template

A Plan for Social Change

TB eradication is possible soon with collaborative global efforts in the diagnosis, treatment, and prevention strategies. Nurses should think globally and act locally in combating global health issues such as TB. As a nurse leader, consuming relevant research, adopting evidence-based strategies, and following well-laid guidelines by responsible bodies such as WHO and USAID are integral in combating global health issues. For example, Kenya has successfully reduced prevalence and Tb mortality by ascribing to the WHO guidelines (Daniels et al., 2019). In addition, participating in local conferences discussing the issues and policies could help shape them to provide the citizens’ much-needed services.

Incorporating these into global perspectives would have effects on practice and the roles as a leader. The nurse leader needs to be an advocate to the insights for their acceptability and implementation. It might also mean altering the scope of practice and job description to include roles in tuberculosis diagnosis, treatment, and prevention beyond regular routines. In addition, it would lead to the creation of policies and laws that regulate the nursing practice and dictate new roles/

Incorporating global perspectives from international bodies such as WHO and UN would bring a marked positive social change. The first effect is adopting practical, evidence-based strategies that would improve the global health issues status. In addition, it creates an international standard of diagnosing, treating, and preventing illnesses, thus enhancing global efficacy and efficiency. The information also helps evaluate healthcare systems and determine the sources of errors, thus aiding in change and continued delivery of quality healthcare services. In addition, it aids in global collaboration to fight specific healthcare issues. Developed countries can effectively help developing countries realize the goals and objectives of eradicating tuberculosis.

References

• Daniels, B., Kwan, A., Pai, M., & Das, J. (2019). Lessons on the quality of tuberculosis diagnosis from standardized patients in China, India, Kenya, and South Africa. Journal of clinical tuberculosis and other mycobacterial diseases, 16, 100109. https://doi.org/10.1016/j.jctube.2019.100109
• Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2018). Global action on the social determinants of health. BMJ global health, 3(Suppl 1), e000603. http://dx.doi.org/10.1136/bmjgh-2017-000603
• Global Health Policy (2021). The US Government and Global Tuberculosis Efforts. Retrieved November 16, 2021, from https://www.kff.org/global-health-policy/fact-sheet/the-u-s-government-and-global-tuberculosis-efforts/
• Harding, E. (2020). WHO global progress report on tuberculosis elimination. The Lancet Respiratory Medicine, 8(1), 19. https://doi.org/10.1016/S2213-2600(19)30418-7
• Kyu, H. H., Maddison, E. R., Henry, N. J., Ledesma, J. R., Wiens, K. E., Reiner Jr, R., Biehl, M. H., Shields, S., Osgood-Zimmerman, A., Ross, J. M., Carter, A., Frank, T. D., Wang, H., Srinivasan, V., Agarwa, S. A., Alahdab, F., Alene, K. A., Ali, B. A., Alvis-Guzman, N., Andrews, J.,  and Murray, C. J. L., (2018). Global, regional, and national burden of tuberculosis, 1990–2016: results from the Global Burden of Diseases, Injuries, and Risk Factors 2016 Study. The Lancet Infectious Diseases, 18(12), 1329-1349. https://doi.org/10.1016/S1473-3099(18)30625-X
• Porche, D. J. (2021). Health policy: Application for nurses and other healthcare professionals. (3rd Ed.). Jones & Bartlett Learning.
• Talwar, A., Tsang, C. A., Price, S. F., Pratt, R. H., Walker, W. L., Schmit, K. M., & Langer, A. J. (2019). Tuberculosis—the United States, 2018. Morbidity and Mortality Weekly Report, 68(11), 257. https://dx.doi.org/10.15585/mmwr.mm6811a2
• World Health Organization (2020). Tuberculosis (TB). Who. int. Retrieved November 16, 2021, from https://www.who.int/newsroom/factsheets/detail/tuberculosis#:~:text=In%202019%2C%20the%2030%20high,Nigeria%2C%20Bangladesh%20and%20South%20Africa.

Global Health Comparison Grid Template

Use this document to complete the PA006 Assessment.

Global Healthcare Issue 

TUBERCULOSIS

DescriptionTuberculosis is a chronic infection by the mycobacterium bacteria, majorly affecting the respiratory system and blood. It is a significant issue of concern as it causes more deaths than malaria and AIDS combined worldwide. According to WHO, more than ten million people contracted tuberculosis in 2020, and about half of the individuals are men (Harding, 2020). Tuberculosis is a communicable disease transmitted through the air when sneezing, coughing, talking, or spitting, and the particles are released into the air. The disease is curable and preventable and should thus not present such a significant risk to the global community. In most countries, treatment of this condition is mandatory, and many laws and policies regulate the prevention and management of this highly contagious disease. The disease is more severe in immunocompromised and vulnerable individuals such as the elderly, children, and HIV patients (WHO, 2020). SDG 3, “ensure healthy lives and promote well-being for all ages,” targets ending the tuberculosis epidemic by 2030 (Kyu et al., 2018). With the rising tuberculosis cases, governments and responsible bodies should lay effective strategies o prevention, accurate diagnosis, and increasing tuberculosis-related services to control the epidemic (Kyu et al., 2018).

 

CountryUnited StatesKenyaDescribe the policy in each country related to the identified healthcare issue.Agency for International Development (USAID) developed a tuberculosis program that aims to control tuberculosis locally and globally (Talwar et al., 2019). The USAID TB Program lays down strategies locally and globally to mitigate the effect of tuberculosis. The US government has laid several strategies to combat tuberculosis.

The US Government TB Strategy 2015-201 aimed to reduce TB incidents by 25% relative to 2015 results, improve diagnosis and treatment of tuberculosis, and maintain treatment success rates to prevent the development of resistant TB (Global Health Policy, 2021). It was a strategy that has been extended to 2022 by the US government to allow for the achievement of the set goals. In addition, The US government has also invested in TB research to accelerate the management of Tb and, more so, address the local and global health concerns of multi-drug-resistant tuberculosis.

Many laws regulate such policies as diagnosing, reporting, treating, and preventing tuberculosis (Talwar et al., 2019).

Kenya was ranked the 13th among countries with the highest TB incidences (Harding, 2020). Tuberculosis in Kenya is usually managed by various policies such as the TB preventive Treatment (TPT) policy under Komesha Tb programs. The Kenya latent tuberculosis infection policy regulates TB in Kenya. The policy also institutes programs encompassing TB awareness and preventive measures and encouraging diagnosis and treatment in the country (Daniels et al., 2019). TB screening is done at all healthcare centers, emphasizing vulnerable groups such as children and individuals with chronic illnesses. These departments offer free TB awareness training, spread prevention, free treatment, and follow-up of cases to prevent the development of multi-drug resistant TB.

Thus, Kenya is one of the best countries in reducing TB incidences and improving the treatment of active cases (Harding, 2020).

Explain the strengths and weaknesses of each policy.The US government policy’s strength lies in testing, screening, treatment, evaluation, and reporting accuracy that has enabled accurate planning of resources and effective management of tuberculosis resources in the US (Talwar et al., 2019). Research is also highly regulated and active in researching drugs, efficacy, and disease processes to aid effective management.

 

 

 

The main weaknesses in TB Policy are structure malfunctions. There lacks a nationally recognized independent dealing with tuberculosis. In addition, there lacks clear patient follow-up after treatment which often leads to treatment inefficiencies, re-infection, and development of multi-drug resistant tuberculosis.

 

The primary strength of the policy is ascribing to the World Health Organization guidelines of TB management. International funding and funding from the local government have also made the policy programs succeed.

 

 

 

 

 

 

A significant weakness of the policy is the poor diagnosis tools at work. The Kenyan healthcare system uses the clinical presentation approach to disease recognition and management. It lacks string and practical diagnostic tools to diagnose TB accurately; hence many people still go unrecognized.

Explain how the social determinants of health may impact the global healthcare issue you selected. Be specific and provide examples.

 

Many factors social determinants may affect the global health issue negatively or positively. The high literacy level of US citizens may increase their healthcare-seeking behavior, which directly affects the diagnosis and management of healthcare services (Donkin et al., 2018). The presence of other comorbid conditions such as HIV/AIDS, cancer, hypertension, and diabetes increases TB patients’ mortality and morbidity rate (Kyu et al., 2018).

Another factor is the accessibility of healthcare services. Hospitals in the US are relatively accessible compared to many nations worldwide, improving access to tuberculosis services. Regions with less access to healthcare facilities may suffer more considerable burdens of the disease due to a lack of accessible healthcare services.

Poverty is one of the major social determinants affecting tuberculosis in Kenya. It affects healthcare access and healthcare funding available for TB-directed health promotion activities (WHO, 2020).

In addition, poor access to healthcare facilities is due to fewer hospitals in this developing country.

Literacy levels in Kenya are relatively low, negatively affecting healthcare-seeking behavior, access to information on healthcare access and treatment, and health promotion strategies (Donkin et al., 2018).

Analyze how each country’s government addressed cost, quality, and access related to the global healthcare issue selected.The US government has provided resources for testing, diagnosing, health promotion, and illness prevention (Global Health Policy, 2021). In some states, such as California, tuberculosis treatment is mandatory. The federal government lays strategies on public health prevention by ensuring that public places are well ventilated, and people maintain personal hygiene.

The US government also ensures that tuberculosis services are available at all healthcare centers to improve access to these healthcare services. Integration of these services with other services, such as HIV services, has also increased healthcare quality and the accuracy and efficacy of testing and management (Harding, 2020).

 

 

Through funds from international organizations such as WHO, USAID, and the UN, the government of Kenya has made the treatment of TB free for all patients (Daniels et al., 2018). Healthcare costs are a significant hindrance to healthcare access, and thus, patients are encouraged to access healthcare services by waiving the healthcare costs. Thus, it cuts costs and increases access to these healthcare services because they are available in all healthcare centers in Kenya. The free healthcare services also ensure the standard and quality care for all citizens.Explain how the healthcare policy you selected might impact the global population. Be specific and provide examples.USAID is an international agency that developed policy’s regarding the management of tuberculosis internationally through the USAID TB Program. The program focuses on the US and 23 other priority countries in Southeast Asia, sub-Saharan Africa, and South Asia (Harding, 2020). The program funds and controls TB prevention, treatment, and control measures and thus directly impacts the global health issue. The program thus helps reduce incidences of TB and treatment efficiencies globally, contributing positively to the mitigation of the global issue. Through the WHO, UN, and CDC, the US government also funds research and health promotion to reduce the prevalence and incidences of tuberculosis (Global Health Policy, 2021).

 

Through the Kenya latent tuberculosis infection policy, Kenya acts as a transportation hub for most of the sub-Saharan aid by the USAID. In addition, the Kenyan TB policy that has led to a marked decrease in TB prevalence can be used and duplicated in neighboring countries to effectively prevent and control tuberculosis (Daniels et al., 2019).Explain how the healthcare policy you selected might impact the role of the nurse in each country.Nurses play significant roles in the development, implementation, and evaluation of policies affecting healthcare.

Nurses should also actively participate in the policy’s activities such as TB screening, diagnosis, management, and reporting to implement these policies effectively.

Nurses will also have a role in improving TB awareness, teaching preventive behavior, and helping the population prevent infection with TB (Porche, 2021).

 

Nurses are the professionals closest to the patient, and policies introduce added roles to the nurses. They collect assessment data for diagnosis and treatment. They are integral in collecting data to inform these policies. The nurses might have an added role in implementing the policies, laws, and regulations, and reporting data (Porche, 2021). In addition, they might have an added role of participating in developing and amending the policies in place.Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.Global health issues such as Ebola, Coronary heart disease, and Covid-19 cause sudden and unexpected costs in healthcare and the need for swift policies to manage them effectively.

Healthcare organizations must thus lay strategies to handle such global health issues when they arise

 

Global health issues impact negatively on the healthcare sector. For example, COVID-19 caused a significant stretch on healthcare resources, including personnel and funds. They also create a need for new policies, further stretching available resources. A lack of funds often leads to a slow response to these conditions and associated preventable mortality and morbidity surges (Daniels et al., 2019).General Notes/CommentsThe US government has been a formidable source of funds to help manage global health issues. TB remains a leading preventable cause of death which needs urgent attention.

 

 

TB management strategies are hindered by a high population that is uneducated and the lack of funding. However, with funding from programs such as USAID, tuberculosis should be effectively prevented and controlled.

Writing an effective research paper requires proper structuring into expected sections that guide readers logically through key elements. Academic audiences expect papers to follow certain conventions. This article outlines the standard parts that comprise complete nursing research papers.

What are the Most Important Sections of a Research Paper?

Writing a research paper requires standard sections familiar to academics that logically walk readers through a stated thesis, analysis, and conclusions. Parts of a common research paper include:

Title Page / Cover Page

The title of the paper states the formal name, contributors like authors and advisors, institutional affiliation of the authors, submission specifics per publication guidelines, dates, and frequently an author note citing research funding sources. These can be done in MLA style or APA style research paper formats.

Example nursing paper title page:

Understanding New Graduate Nurse Transitions into Professional Practice: An Ethnography

Jane Smith, MSN, RN1, Judy Park, MSN, RN2

Author Affiliations:
1University of California, Nursing Department 2Cedar-Sinai Medical Center, Los Angeles

Paper submitted to Nursing Administration Quarterly, March 2023

Funded by Cedar-Sinai Intramural Nursing Research Grant

The cover page provides quick insight into paper themes, writers, settings, and details against backdrops like university departments.

Abstract

An abstract is usually pretty short – typically under 250 words maximum. Sometimes even shorter, around 150 words in length for middle school papers.

Writing the abstract comes first, before the paper’s main body. It provides an overview of the study design, how it was conducted, early findings without details, and what the preliminary results could mean in just 1-2 paragraphs.

A well-written abstract acts like a hook to grab attention quickly so a reader becomes interested enough to keep flipping pages. It presents just enough without giving everything away all at once, right at the start. Let people know if it’s worth their time to dive into the full study details or not.

A sample scientific research paper abstract:

Background: New graduate nurses often experience stressful transitions adjusting from academic to fast-paced, demanding hospital environments. This ethnography examined facilitators and barriers that shape new nurse onboarding experiences in the first years.Methods: Researchers shadowed a cohort of 12 newly graduated nurses over one year, observing behaviors and interviewing participants and stakeholders to assess perspectives. The Critical Ethnography conceptual framework guided data gathering and interpretation.Results: New nurses needed guided support in building technical skills and situational confidence to reduce anxiety and turnover intentions. Peer coaching and graduated responsibility models were most effective when embraced by leadership.Conclusions: Structured mentoring, skills laboratories, and culture assimilation processes enable successful new nurse transitions into fulfilling careers requiring investments offset by retention.

The tight abstract overview gives readers insight into the ethnography’s purpose, methodology, key learnings, and resulting implications.

Introduction and Statement of the Problem

The introduction section is where you first explain the main research topic and why it is important to investigate. Provide some background details that the reader needs to know to understand the topic and questions.

Clearly state the specific research problems, questions, or ideas that your paper will focus on answering. This gives purpose and direction to readers early on.

Give a quick overview explaining how the sections later in your paper will be organized to address the research problems step-by-step. Briefly preview the structure so readers know what to expect.

Discuss whether other studies have looked at this topic and what their main findings were. Cite some existing literature as a lead-up to how your research projects expand knowledge.

Explain why this topic and research questions are worthwhile to explore. Discuss what real-world applications the investigation might have going forward. Help readers care by showing greater detail and significance.

A nursing research paper introduction example:

Demand for nurses expanding amidst shortages requires retaining newly graduated nurses during stressful transitions from academia to demanding hospital environments marked by fast decisions (Smith & Park, 2021). However, the 2018-2020 average new registered nurse (RN) turnover rate reached 38%, indicative of poor onboarding and assimilation (Nursing Solutions Inc., 2022). The financial and operational impacts of elevated attrition mandate evidence-based onboarding improvements for successful new nurse transitions to professional practice.This ethnography examines the central research question: What cultural, emotional, and procedural facilitators and obstacles shape new nurse onboarding experiences in first years? Secondary questions probe optimal procedures supporting transition success evident in assigned mentors, staggered responsibilities, culture assimilation, and confidence building, leveraging findings to derive supportive evidence-based onboarding improvements.Following the standard ethnography structure outlined by Schensul and LeCompte (1999), the methods and results section categorizes observations, interview responses, and data interpretation through the conceptual Critical Ethnography framework contextualizing dynamics enabling or discouraging effective novice nurse transitions.

The background frames the nursing turnover problem and motivation for the ethnography approach selected to explore transition challenges aimed at constructive improvements. Literature groundings are attached to themes later analyzed. The writing preview structure is used across paper sections as well.

Limitations of Study

Every study has some flaws in how it was designed or carried out. The limitations section discusses weaknesses in the research methods, data, or analysis that may impact overall conclusions.

Point out where accuracy could be off due to the specific approaches used to run experiments, collect data, examine variables, or logically make sense of results. Note gaps that existed.

Explain that real-world constraints like small sample sizes, limited budgets, assumptions made, and technologies available can also affect the research in good faith efforts. Perfection is never possible.

For the new nurse transition-focused ethnography paper:

Limitations include examining a small cohort sample (n=12) from one regional hospital system. Additional data gathering from expanded nurse groups and differently structured U.S. hospitals could reveal further cultural variances affecting transition patterns. Lengthier observations across years could strengthen reliability in assessing transition arc effects as well. Results may not wholly transfer across differently configured hospital systems, orientation models, or repertoire of mentor resources.

Research Methodology

The methodology section explains the specific techniques the researcher used to collect data and conduct the study. This allows readers to understand and evaluate the process.

Describe in detail what methods were chosen, qualitative or quantitative research, how measurements or data collection methods were performed, data that was collected, statistical tests, what tools were utilized, the schedule or steps followed, and why these choices support the credibility of the findings.

Don’t just share results. Show the scientific work so readers feel confident in the procedures versus just taking the researcher’s word blindly. Explain the reasonable rationale for rigorous choices.

Our example paper discusses:

Ethnography was selected by embracing immersive qualitative data gathering from enculturated participants within hospital settings through field observations, stakeholder interviews, media, and detailed note-taking (Schensul & LeCompte, 1999). This exploratory, inductive approach suits unpacking complex socialization dynamics.A cohort of 12 newly graduated nurses beginning careers across units of a large Southern California hospital formed primary participants shadowed over one year. Meeting weekly with individuals and groups generated dialogues plus 500 pages of typed field notes. Additionally, 150 pages of transcripts resulted from 20 separate leadership stakeholder interviews regarding perceptions of existing and ideal conditions influencing transitions.The Critical Ethnography framework (Sohng, 1996) guided the thematic qualitative data programming code, analysis, and interpretation, emphasizing participant perspectives revealing institutional, social, and ideological influences on transition phenomenon within the embedded hospital system culture.

The methodology details precise ethnography evidence collection, analysis, and interpretation methods, providing academic transparency.

Literature Review

The literature review summarizes and discusses relevant text in the paper, previous writings, and research studies that are relevant to the current topic or questions the paper will investigate.

It gives an overview of relevant background knowledge, influential thinkers’ viewpoints, important discoveries so far, ongoing debates, and places where past analysis left gaps that now call for fresh examination.

The literature review shows what has already been covered well enough and what lingering mysteries remain that can motivate exploring new directions through additional contemporary studies like the one you plan to conduct.

Writing a literature review acknowledges the vital groundwork established by earlier investigations before hoping to advance another layer of understanding through the research undertaken here and now.

Our nursing transition-focused paper discusses:

Smith & Park (2021) quantified significantly higher two-year RN turnover rates for newly graduated nurses compared to rates for experienced existing hospital nurses. Similar findings by Nursing Solutions Inc. (2022) across 650 U.S. hospitals from 2018-2020 determined average new graduate nurse turnover reached 38% in the first year of practice.While research documents turnover issues plaguing new nurses and corresponding high hospital costs (Colosi, 2022), limited ethnographic examinations explore detailed cultural dynamics influencing transitions. Pellico et al. (2009) examined acculturation challenges but lacked perspectives linking onboarding protocols to outcomes. Kramer et al. (2013) surveyed role difficulties but did not tie findings directly to infrastructure recommendations.This ethnography aimed to address gaps linking enculturated observational data from new nurses individually and collectively with corresponding ethnographic interviews assessing stakeholder views of existing and envisioned supportive transition programming. The goal was to derive evidence-based improvements.

Main Body of Paper/Argument

In your introduction, explain how you will break the paper into clear sections by topics or themes. These sections should group similar ideas from research together in a way that flows logically.

When writing your research paper, ensure each section discusses the main point and uses data, quotes, and examples from literature to back it up directly. Attach evidence from sources to the topic statements and arguments they prove.

As you build from section to section, highlight any overlaps in what studies or sources are saying. Synthesize them by tying together common themes that have emerged related to your topic across research.

Keep linking arguments in every section back to the key research questions or hypotheses outlined at the beginning that drive the whole paper. Check that topics tie directly to understanding those starting focus goals that will guide the writing process.

Our example structures thematically into three logical categories:

Onboarding Experience Observations: Recurring cultural themes noted included anxiety stemming from limited clinical experience coupled with heavy burdens, discouragements from veteran nurse preceptors, and real-time pressures...Stakeholder Perspectives on Transition Supports: Leadership staff, educators, and experienced preceptors shared across interviews advantages and disadvantages perceived regarding current unit onboarding programming strengths, gaps, and recommendations...Synthesis: Transition Optimization Model: The data collectively suggests an onboarding model merging graduated clinical and situational responsibilities while elevating humanistic culture supports, guidance access, and growth mindset skills building to enhance transitions...

Conclusion

The conclusion section restates the most important findings from the study without introducing any new data or arguments. Summarize the overall answers reached to the initial research questions outlined earlier.

Reference back to original goals or problems raised at the outset that have now been essentially addressed through cumulative analyses tied up neatly as the paper trails off.

Discuss the significance of the research and the main conclusions drawn. What insights have been uncovered, and why do they matter looking ahead? What new wisdom is available thanks to this work?

While tying up key loose ends, note remaining mysteries worthy of future examination that this current piece has brought into sharper focus but not definitively mapped fully yet despite headway.

Our nursing paper concludes:

The ethnography findings reveal new nurses face anxiety-inducing burdens as cultural assimilation obstacles thwart initial career transitions within hospitals. However, evidence shows mentor guidance access coupled with graduated responsibility programming fosters coping skills, improving retention outcomes.This analysis positively addresses originally stated inquiries seeking factors that optimally or adversely influence productive new nurse transitions against contemporary literature gaps. The synthesized data proposes an onboarding model incorporating staged supports. Future examinations could help validate model generalizability across additional new nurse cohorts.Overall, hospitals must evolve transition programming and care climate dimensions with empathy to enable new nurse assimilation, well-being, and career persistence as retirements accelerate contemporary shortages.

Works Cited/Bibliography

The Works Cited or Bibliography page lists out the full details of every source that the paper references, pulls quotes from, or uses data and ideas from.

By fully citing sources like articles, websites, academic books, and peer-reviewed journals, you have all the specifics another person would need to go locate those original external references themselves if they wanted to review the source content or follow up for more context.

Listing out citations proves to readers that you did large background research, provides traceability to credible sources rather than just making up information, and allows readers the option to further examine the basis of facts claimed themselves.

In scholarly papers, full attribution to earlier thinking through citations shows respect to other researchers and meets academic requirements, allowing concepts to be reliably and precisely traced back to origins.

Appendix

The Appendix comes after the paper’s main sections and includes any supplementary materials, data, or explanations that are helpful additions but not critical to have within the body content itself.

Detailed charts, surveys used, secondary methodologies, expanded definitions, or other text extras can go in appendices to provide background support without overloading or disrupting the smoothness of the prime literature review, methods, findings, etc.

Think of the Appendix as a sidebar – not central but great supplemental when more context is needed. Readers can explore appendices optionally without losing the main story flow if the extra stuff is left stuck in the key meat of a paper.

The sample nursing paper above could contain:

• Survey instruments used during nurse interviews
• Statistical turnover figures for newly graduated nurses
• Hospital case turnover cost calculations
• Abbreviations and definitions
• Charts illustrating the proposed optimal onboarding model

Structuring nursing research papers using these standardized academia-proven segments optimizes coherent flow and comprehension. Follow traditional divisions from introduction through analyzed evidence to conclusions bounded by completeness elements like the sources that are cited in the research paper and appendices for elevated credibility in academic writing.

Conclusion on The Research Paper Structure

Academic research papers use standard sections like the ones explained to carefully walk readers through complicated studies. Organizing information this way makes complex ideas and analyses easier to follow.

Introductions set the context, literature reviews show existing knowledge, methods provide credibility, data presents proof, discussions interpret meaning, and conclusions summarize key takeaways. The flow of a research paper outline feels purposeful rather than all over the place.

Formatting research papers with these textbook sections shows you how scholarly communication works. Using the norms underscores you can be trusted because you demonstrate mastery of academic standards.

Structuring papers properly, section by section makes difficult concepts more understandable. And showing you can craft reasonable flow while meeting expectations helps convince readers your smart analysis deserves belief.

Nursing school is widely regarded as one of the most challenging academic programs due to its curriculum and the necessity of mastering medical knowledge and clinical skills. While becoming a nurse is difficult, many dedicated students successfully navigate the program each year. Statistics on nursing school attrition rates can provide insight into the chances of passing, though it ultimately comes down to each individual’s commitment, preparation, and perseverance.   

What Does Passing Nursing School Exactly Mean?

Passing nursing school means meeting all the requirements set by the program to earn a nursing degree or diploma. This includes passing all nursing theory courses, skills labs, and clinical rotations. Students must demonstrate mastery of essential nursing knowledge and clinical competencies.

Is Nursing School Hard To Pass?

Yes, nursing school is generally considered quite difficult. The rigorous coursework covers complex topics like anatomy, pharmacology, pathophysiology, and nursing care across the lifespan. The clinical hours add additional demands of applying knowledge in real healthcare settings. Time management is crucial with the heavy workload. However, many schools provide resources to help students succeed if they are committed to making the necessary efforts.

What Are My Chances of Getting Into Nursing School?

• Know why you want to be a nurse – Be clear and passionate about your reasons.
• Choose the right program – Look for programs that match your schedule and needs.
• Meet the requirements – Ensure you have good grades in key subjects like math and biology.
• Volunteer – Helping others shows your commitment to healthcare.
• Work with your admissions counselor – They can guide you through the process and answer any questions.
• Research the schools – Apply only to programs where you meet the qualifications.
• Consider alternative options – Accelerated programs or relocating to different schools might help if you’re struggling to get in locally.

What percentage of first-time NCLEX test-takers pass?

The National Council Licensure Examination (NCLEX) pass rates highlight the importance of thorough preparation and aiming to pass on the first attempt. In 2023, first-time test-takers who received their nursing education in the United States demonstrated a strong pass rate exceeding 83%. In contrast, those repeating the NCLEX after an initial failure struggled significantly, with a pass rate of only around 42%. 

This stark difference underscores repeat test-takers challenges and the critical nature of laying a solid foundation through comprehensive studying and mastery of the required knowledge and skills. Numerous factors can contribute to the lower pass rates among repeat test-takers, but the data clearly indicates that the best pathway to success on the NCLEX is through diligent preparation to pass on the first attempt. 

6 Common Reasons Why Students Fail To Pass Nursing School

While most nursing students complete their programs, some may struggle to pass for various reasons. Some common factors that can contribute to a student’s failure to pass nursing school include:

• Poor study habits and time management skills
• Difficulty balancing schoolwork with personal and professional responsibilities
• Lack of a strong support system
• Inadequate preparation for exams and clinical rotations
• Struggling with the complexity and volume of the nursing curriculum
• Failure to seek help when needed, such as tutoring or counseling services

Recognizing and proactively addressing these potential challenges can help students increase their chances of success in nursing school.

Expert Tips to Successfully Pass Nursing School 

To succeed in nursing school, you will be expected to master complex medical concepts, develop critical thinking skills, and gain hands-on clinical experience, all while balancing the demands of coursework, exams, and personal life. Here are some tips to help you navigate the challenges of nursing school with confidence.

Time management

Effective time management is crucial in nursing school. Use a planner to schedule your class times, study sessions, clinical rotations, work shifts, family commitments, and self-care activities. Allocate realistic amounts of time for each task and stick to your schedule to ensure you’re making progress in all areas.

Get organized

Keep your study space tidy and organize your class materials, notes, and textbooks to be easily accessible. Use folders, binders, or a digital filing system to keep track of important documents and deadlines. Having a clear, organized system reduces stress and maximizes productivity.

Use mnemonics

Mnemonic devices are memory techniques that can help you retain complex nursing concepts. For example, “ADPIE” is a mnemonic for the nursing process: Assessment, Diagnosis, Planning, Implementation, and Evaluation. Creating vivid, memorable mnemonics for different topics can make studying more effective and fun.

Study everyday

Consistency is key in nursing school. Set aside time to study a little bit each day, rather than trying to cram before exams. This helps solidify your knowledge over time and reduces stress. Even if you only have 30 minutes, use that time to review notes, make flashcards, or do practice questions.

Complete practice questions

Doing practice NCLEX-style questions is one of the best ways to prepare for nursing school exams and the licensing exam. Practice questions help you apply theoretical concepts to clinical scenarios, identify areas where you need further study, and familiarize you with the questions you’ll encounter on the NCLEX.

Participate in a study group

Collaborating with your peers can make studying more engaging and effective. Study groups allow you to share knowledge, quiz each other, and teach concepts to one another. Explaining information to others helps deepen your own understanding. Plus, study groups can provide social support and accountability.

Focus on course objectives when studying

Nursing school curricula are content-heavy, and memorizing every detail can be overwhelming. Instead, focus your studying on the key concepts and learning objectives emphasized in your course syllabus and lectures. This ensures you’re prioritizing the most important information.

Know your learning style

Everyone learns differently, so it’s important to understand what study strategies work best for you. Visual learners benefit from diagrams, charts, and color-coding. Auditory learners prefer listening to lectures or discussions. Kinesthetic learners learn by doing hands-on activities. Once you’ve identified your learning style, you can tailor your studying accordingly.

Use outside learning resources

Your course textbooks and materials are the foundation of your learning, but many additional resources are available to supplement your understanding. Utilize online video tutorials, NCLEX prep books, mobile study apps, and educational websites to dive deeper into challenging concepts. If you’re struggling with a particular subject, don’t hesitate to seek extra resources or tutoring.

Give yourself a break

It’s unrealistic to expect perfection in every nursing school exam or assignment. Don’t beat yourself up if you perform poorly on an exam despite studying hard. Instead, use it as a learning opportunity to identify where you can improve next time. Remember that one bad grade doesn’t define your overall success in nursing school.

Find activities to do outside of school

Pursuing hobbies and interests outside of nursing school helps maintain a healthy school-life balance. Make time for activities that bring you joy and relaxation, such as exercise, reading, spending time with loved ones, or engaging in a creative outlet. Living outside of school can improve your academic performance by reducing stress and preventing burnout.

Breathe

When the demands of nursing school feel overwhelming, remember to pause and take deep breaths. Deep breathing activates the parasympathetic nervous system, promoting a state of calmness and relaxation. If you are getting anxious while studying or taking an exam, close your eyes and take a few slow, deep breaths to refocus.

Good sleep habits

Sleep is essential for memory consolidation, emotional regulation, and overall health. Aim for 7-9 hours of sleep per night to ensure you’re well-rested and mentally sharp. Avoid pulling all-nighters, as they can actually impair your cognitive function and retention. If you’re having trouble sleeping due to stress, try relaxation techniques like meditation or deep breathing before bed.

Eat a well-balanced diet

Proper nutrition fuels your brain and body for the demands of nursing school. Eat regular, balanced meals with protein, complex carbohydrates, healthy fats, and plenty of fruits and vegetables. Stay hydrated by drinking water throughout the day. Limit caffeine and junk food, which can lead to energy crashes and impaired concentration.

Exercise daily

Regular physical activity is a powerful stress reliever and mood-booster. Aim for at least 30 minutes of moderate exercise, like brisk walking, jogging, or cycling, most days of the week. Exercise can also improve your sleep quality and cognitive function. If you can’t fit in a full workout, take short movement breaks throughout the day to stretch and get your blood flowing.

Ask questions

Curiosity is a key trait of successful nurses. Don’t be afraid to ask questions in class, clinical, or study groups if you don’t understand something. Chances are, other students have the same question. Asking for clarification shows that you’re engaged and proactive about your learning. Remember, your instructors want to help you succeed.

Schedule meetings with your instructor 

If you’re consistently struggling with a particular class, don’t wait until you’re at risk of failing to reach out for help. Schedule a one-on-one meeting with your instructor to discuss your challenges and develop an improvement plan. Your instructor can offer personalized guidance, study tips, and resources to help you get back on track.

Do not cram for exams

While waiting until the last minute to study for exams may be tempting, cramming is an ineffective learning strategy. It leads to increased stress and poorer long-term retention of information. Instead, space out your studying over time, reviewing a little each day. This approach, known as “spaced repetition,” allows your brain to consolidate and store information more effectively.

Complete the pre-class prep

Many nursing courses assign reading, case studies, or other preparatory work to be completed before each lecture. While it can be challenging to keep up with these assignments on top of other coursework, completing pre-class prep sets you up for success. It allows you to familiarize yourself with key concepts, identify questions, and engage more actively in class discussions.

Maximize clinical experiences

Clinical rotations are where you’ll apply theoretical knowledge to real-world patient care. Take every opportunity to observe, practice skills, and interact with patients and healthcare professionals. Offer to help with tasks, even if they’re not specifically assigned to you. The more hands-on experience you gain, the more confident and competent you’ll become.

Positive Attitude

Nursing school is challenging, but approaching it with a positive mindset can make a difference. Instead of the obstacles, focus on your progress and the end goal of becoming a nurse. Surround yourself with supportive, encouraging people who uplift you. Practice gratitude and celebrate your small victories along the way.

Review material after class

After each lecture, take a few minutes to review your notes and summarize key points while the information is still fresh in your mind. This helps consolidate your learning and identify any areas of confusion you must follow up on. You can also use this time to create study aids like flashcards or mind maps for your ongoing studying.

Get to know your instructors

Your nursing instructors are valuable resources for course content, mentorship, and professional guidance. Take the time to introduce yourself, participate in class, and attend office hours. Building positive relationships with your instructors can lead to opportunities for research, clinical placements, or letters of recommendation down the line.

Review your course exams

After each exam, take the time to review your results and identify areas where you struggled. Look for patterns in the types of questions you missed, and use this information to guide your future studies. If you don’t understand why you got a question wrong, meet with your instructor to discuss it. Reviewing exams can help you learn from your mistakes and improve your test-taking strategies.

Do not fall behind

In nursing school, course content builds upon itself, so staying on top of your assignments and studying is crucial. If you start to fall behind, it can be difficult to catch up, leading to increased stress and poorer performance. If you’re struggling to keep up, reach out to your instructor or academic advisor early on to discuss strategies for getting back on track.

Do not give up!

Nursing school is a marathon, not a sprint. There will be moments when you feel discouraged, exhausted, or even question your decision to become a nurse. In these moments, remember why you chose this path and the impact you’ll be able to make as a nurse. Reach out to your support system, practice self-care, and take things one day at a time. With perseverance and a growth mindset, you can overcome any challenge nursing school throws your way.

Here are some answers to the commonly asked questions.

Do My Nursing School Grades Matter?

Yes, your nursing school grades are important. They reflect your mastery of the knowledge and skills needed to become a competent nurse. They can impact your ability to get into advanced degree programs or secure certain jobs in the future. However, passing your classes and the NCLEX is the ultimate goal.

How To Pass My Clinical In Nursing School?

To pass clinical rotations, come prepared, actively participate, ask questions, volunteer for hands-on opportunities, and establish good relationships with your instructor and nurses. Demonstrate professionalism, initiative, and a willingness to learn. If you’re struggling, seek feedback and extra help early.

How Many Times Can You Take the NCLEX?

In most states, candidates can take the NCLEX up to 8 times per year, but there is a 45-day waiting period between each attempt. Some states may put additional limits on the total number of attempts allowed. It’s best to thoroughly prepare to give yourself the best chance of passing the first time.

How To Pass My First Semester Of Nursing School?

The first semester is often the most challenging. To succeed, attend all your classes, stay organized, develop good study habits early, and don’t hesitate to ask for help. Participate in a study group, use practice questions to apply your knowledge, and make time for self-care to manage stress.

How To Pass My Last Semester Of Nursing School?

In your final semester, stay focused and don’t succumb to “senioritis”. Create a study plan for your final courses and the NCLEX. Utilize NCLEX prep resources, like practice exams, to familiarize yourself with the test format and content. Stay organized and manage your time well to avoid becoming overwhelmed.

How Many Hours A Day Should I Study For Nursing School?

Devote 2-3 hours of study for each hour spent in class. Using effective study strategies and maintaining consistency is more important than cramming in long hours. Aim to study a little each day rather than in long bursts.

Can I Pass The NCLEX-RN Without Nursing School?

No, graduating from an accredited nursing program is a prerequisite for taking the NCLEX-RN in all states. While you must dedicate additional study time to NCLEX prep, your nursing education provides the foundation of knowledge you need to succeed on the licensing exam.

What if I Pass Nursing School but Fail at NCLEX-RN?

If you do not pass the NCLEX on your first attempt, you can retake it after a 45-day waiting period. Use that time to analyze your weak areas, review content, and complete practice questions. Consider investing in an NCLEX prep course or tutor for extra support. Stay positive, and don’t give up! Many successful nurses don’t pass the NCLEX on their first try.

Why is the Demand for Nursing Schools so High?

• Nursing shortage: There is a shortage of nurses, so many people are choosing this career to help fill that gap.
• Pandemic influence: During the pandemic, nurses were seen as heroes, inspiring more people to join the profession.
• Good salary and opportunities: Nurses can earn a solid income, work in different areas, and have chances for extra work (overtime).
• Job security: As healthcare needs grow with an aging population, the need for nurses will keep increasing.
• Rewarding work: Nurses save lives and make a real difference, which makes the job fulfilling despite its challenges.

Pathophysiology Case Study Sample Paper

The presented case study is a 30-year-old Jewish male whose mother has inflammatory bowel disease and now he presents with a 3-month history of abdominal distension & pain, diarrhea, and vomiting. He has lost 30 pounds since then. The past medical and surgical history is unremarkable. Objectively, he is febrile (38.50C) with a distended abdomen and multiple oral ulcers, and diffuse abdominal tenderness. The pathology results on the intestinal endoscopic biopsy revealed a chronic granulomatous inflammatory lesion with a cobblestone appearance and ulcerations. The x-ray of the abdomen shows findings consistent with intestinal obstruction.  

The clinical scenario is most consistent with which disorder?

• Crohn’s disease

What data in the clinical scenario supports your diagnosis?

• Symptoms: abdominal pain, distension in the albescence of clinically appreciable mass suggests an inflammatory etiology causing the fever, and vomiting, and weight loss. The symptoms have lasted over three months, distinguishing it from acute causes of intestinal obstruction and vomiting.
• Aphthous ulcers: oral ulcers with lower gastrointestinal symptoms highly suggests the presence of Crohn’s disease.
• The mother had inflammatory bowel disease: there is a familial predisposition in the etiopathogenesis of Crohn’s disease. Inheritance of the disease from the mother is highly likely in this patient.
• His race, Jewish: Crohn’s disease is common among the Ashkenazi Jews. This is supported by the genetic component implicated in Crohn’s disease (Rivas et al., 2018). Other social factors are also implicated in the prevalence of Crohn’s disease among the Jews.
• Labs: Chronic granulomatous inflammation with cobblestone appearance of intestinal biopsy sample confirms the presence of Crohn’s disease. However, the routine labs for diagnosis of Crohn’s disease such as complete blood count, inflammatory markers, liver function tests, erythrocyte panel, and vitamin B12 assay are not available. Cobblestone appearance in other regions of the GI tract other than the intestines may suggest other different disease entities such as pyloric stenosis in esophageal cobblestone appearance in pyloric stenosis (?azowska-Przeorek et al., 2017).
• Signs of involvement of the entire Gastrointestinal Tract: the presence of oral aphthous ulcers and lower GIT symptoms helps delineate the patient’s condition from Ulcerative Colitis (UC). The mother had inflammatory bowel disease but the type was not specified.

What risk factor(s) led to this person’s diagnosis?

• Ethnicity: The Jewish race
• Positive family history of IBD, the mother had IBD

Description of the Key Pathophysiologic Concepts

The pathophysiology and pathogenesis of Crohn’s disease have been described by various items of scholarly literature. However, some scientific knowledge gaps still exist in understanding the exact pathophysiology leading to the symptoms (Chen et al., 2019). According to Guan (2019), in-depth understanding the pathogenetic mechanisms is essential in explaining the telltale signs and symptoms in patients with Crohn’s disease. The etiopathogenetic mechanisms can be environmental or genetic in origin. The patient characteristically had a fever, abdominal distension & pain, weight loss, and a positive family history of inflammatory bowel disease.

Genetic Mutation Associated with the Development of this Disorder.

Several genetic mutations have been implicated in the development of Crohn’s disease. The scholarly documented genes include but are not limited to NOD2, IL23R, ATG16L1, and IRGM (Kim & Cheon, 2017). The corresponding normal genes have critical roles in the regulation of inflammation and normal microbial flora of the gastrointestinal tract thereby maintaining unnecessary noninflammatory states of the gut. The Nucleotide oligomerization domain (NOD2) is majorly implicated in the development of Crohn’s disease and is located in chromosome 16 (Kim & Cheon, 2017). Guan (2019) reiterates that mutations in this gene have been associated with the early onset of Crohn’s disease among the Ashkenazi Jews and are responsible for inflammatory regulation. The other mentioned genes regulate the expression of proteins on inflammatory cells both in innate immunity and adaptive immunity, such as toll-like receptors.

Most Common Site Affected by This Disorder

Crohn’s disease can affect the entire alimentary tract but some parts are affected more than others. Unlike ulcerative colitis that mainly affects the colon only, Crohn’s disease affects most commonly the terminal parts of the ileum and the upper parts of the colon (Gade et al., 2020). Unregulated inflammation in these parts causes luminal narrowing leading to obstruction of intestinal contents causing intestinal obstruction. These explain the presence of air-fluid levels seen in the abdominal radiographs and the cobblestone appearance on endoscopy (Seyedian et al., 2019).  The occurrence of chronic granulomatous inflammation in the oral cavity causes painful aphthous ulcers (Chams et al., 2019) and presents with other nutritional and functional consequences in other parts of the gastrointestinal tract.

Pathological Process Explaining the Patient’s Weight Loss

Weight loss in Crohn’s disease has been attributed to different structural and functional etiologies, and side effects of medications used to treat the disease. As aforementioned, Crohn’s disease affects the terminal ileum and colon where absorption of nutrients and micronutrients take place (Petagna et al., 2020). In this patient, there is a history of diarrhea and vomiting that usually lead to the nutritional loss. Reduced absorption in the ileum and colon with disrupted mucosa from inflammatory response due to Crohn’s disease is associated with nutritional deficiencies responsible for his weight loss, such as vitamin B12 and amino acids.

Further, being a chronic disease, there is a possibility of cachexia from the inflammatory bowel disease associated with loss of appetite leading to muscle wasting thus weight loss. Therefore, this patient’s weight loss can conclusively be associated with mucosal disruption from inflammation leading to reduced absorption of nutrients, nutritional loss from diarrhea and vomiting, and loss of appetite and body response to chronic disease utilizing a lot of energy.

Actual or Potential Complications Related to the Disease

The patient has developed intestinal obstruction with vomiting and a history of diarrhea. Potential complications that need to be monitored include fluid and electrolyte imbalances due to obstruction & vomiting or diarrhea, and hypoglycemia due to poor feeding in the short-term. Absorption of electrolytes occurs in the colon which in this patient cannot be accessed adequately by gastric and ileal contents due to a potential proximal obstruction (Gade et al., 2020). In the long term without treatment, the patient would be monitored for serious complications such as fistulae formation, including entero-vesical or entero-vaginal fistulae.  Ulcerations in the long term may lead to internal bleeding that would result in iron deficiency anemia due to blood loss; otherwise, normochromic normocytic anemia would result due to the chronic disease, or deficiency of vitamin B12. Therefore, hemoglobin levels should be monitored in the patient.

Conclusion

The patient most likely has Crohn’s disease. This is supported by abdominal distension and pain with diarrhea and vomiting for three months. His ethnicity (Jewish) and positive family history place him at the risk of developing the disease. There is a genetic etiopathogenesis to his disease because his mother was diagnosed with an unspecified type of inflammatory bowel disease. Gene mutations such as NOD2 and IL23R are usually implicated in such situations for the development of Crohn’s disease. Crohn’s disease affects every part of the alimentary canal, although the terminal ileum and the colon are the commonly affected regions.

This leads to a reduction in the absorption of essential nutrients resulting in weight loss that was evident in this patient. His weight loss could also be attributed to poor feeding and nutritional loss through vomiting and diarrhea. He is at risk of developing electrolyte imbalance due to reduced absorption and intestinal obstruction. The risk of anemia due to chronic disease, internal bleeding, and reduction in absorption of vitamin B12 is also highly suspected.

References

• Chams, S., Badran, R., Sayegh, S. E., Chams, N., Shams, A., & Hajj, H. I. (2019). Inflammatory bowel disease: Looking beyond the tract. International Journal of Immunopathology and Pharmacology, 33, 2058738419866567. https://doi.org/10.1177/2058738419866567
• Chen, Y., Wang, Y., & Shen, J. (2019). Role of environmental factors in the pathogenesis of Crohn’s disease: a critical review. International Journal of Colorectal Disease, 34(12), 2023–2034. https://doi.org/10.1007/s00384-019-03441-9
• Gade, A. K., Douthit, N. T., & Townsley, E. (2020). Medical management of Crohn’s disease. Cureus, 12(5), e8351. https://doi.org/10.7759/cureus.8351
• Guan, Q. (2019). A comprehensive review and update on the pathogenesis of inflammatory bowel disease. Journal of Immunology Research, 2019, 7247238. https://doi.org/10.1155/2019/7247238
• Kim, D. H., & Cheon, J. H. (2017). Pathogenesis of inflammatory bowel disease and recent advances in biologic therapies. Immune Network, 17(1), 25–40. https://doi.org/10.4110/in.2017.17.1.25
• ?azowska-Przeorek, I., K?kol, D., Karolewska-Bochenek, K., & Banaszkiewicz, A. (2017). “cobblestone” appearance of esophagus: An unusual symptom of pyloric stenosis. Journal of Pediatric Gastroenterology and Nutrition, 65(5), e110. https://doi.org/10.1097/MPG.0000000000001070
• Petagna, L., Antonelli, A., Ganini, C., Bellato, V., Campanelli, M., Divizia, A., Efrati, C., Franceschilli, M., Guida, A. M., Ingallinella, S., Montagnese, F., Sensi, B., Siragusa, L., & Sica, G. S. (2020). Pathophysiology of Crohn’s disease inflammation and recurrence. Biology Direct, 15(1), 23. https://doi.org/10.1186/s13062-020-00280-5
• Rivas, M. A., Avila, B. E., Koskela, J., Huang, H., Stevens, C., Pirinen, M., Haritunians, T., Neale, B. M., Kurki, M., Ganna, A., Graham, D., Glaser, B., Peter, I., Atzmon, G., Barzilai, N., Levine, A. P., Schiff, E., Pontikos, N., Weisburd, B., … Williams, S. M. (2018). Insights into the genetic epidemiology of Crohn’s and rare diseases in the Ashkenazi Jewish population. PLOS Genetics, 14(5), e1007329–. doi:10.1371/journal.pgen.1007329
• Seyedian, S. S., Nokhostin, F., & Malamir, M. D. (2019). A review of the diagnosis, prevention, and treatment methods of inflammatory bowel disease. Journal of Medicine and Life, 12(2), 113–122. https://doi.org/10.25122/jml-2018-0075

Pathophysiology is a fundamental course in nursing school that lays the foundation for understanding disease processes and their impact on the human body. As a nursing student, mastering pathophysiology is essential for providing effective patient care and succeeding in your future career.  

What is Pathophysiology?

Pathophysiology studies abnormal physiological processes that cause, result from, or are otherwise associated with disease or injury. It combines the concepts of pathology (the study of the causes and effects of disease) and physiology (the study of how the body functions). In simpler terms, pathophysiology explores how disease alters the body’s normal functioning and how these alterations lead to the signs and symptoms we observe in patients.

How Nurses Use Pathophysiology on the Job

Understanding pathophysiology is crucial for nurses in several ways:

• Patient Assessment: By understanding the underlying disease processes, nurses can perform more targeted and accurate patient assessments, identifying key signs and symptoms and potential complications.
• Clinical Decision-Making: Knowledge of pathophysiology enables nurses to make informed clinical decisions, anticipate patient needs, and provide appropriate interventions and treatments.
• Patient Education: Nurses play a vital role in educating patients and their families about their health conditions. A strong understanding of pathophysiology allows nurses to provide clear, accurate explanations and guidance on disease management, treatment options, and preventive measures.
• Collaboration with Healthcare Team: Pathophysiology knowledge facilitates effective communication and collaboration with other healthcare professionals, such as physicians and specialists, ensuring coordinated and comprehensive patient care.

How to Pass Pathophysiology in Nursing School

Passing pathophysiology requires dedication, active learning, and effective study strategies. Here are some key tips to help you succeed:

• Attend classes regularly and actively participate in discussions and activities.
• Review lecture notes and readings promptly to reinforce your understanding and identify areas needing clarification.
• Create a study schedule and stick to it, dedicating regular time to reviewing course material and practicing application.
• Utilize various study methods, such as summarizing notes, creating concept maps, and teaching others to engage with the content differently.
• Practice applying pathophysiology concepts to real-world scenarios through case studies, practice questions, and clinical simulations.
• Seek help early from your professor, tutors, or study groups if you are struggling with any concepts or need additional support.

Tips on How to Study for Pathophysiology in Nursing School

Here are some practical strategies to help nursing students effectively learn and master the complex subject of pathophysiology.

Know your Anatomy & Physiology 

A strong foundation in anatomy and physiology is essential for understanding pathophysiology. Review key concepts from your anatomy and physiology courses, focusing on body systems’ normal structure and function. This will help you better understand how disease processes disrupt normal functioning and lead to specific signs and symptoms.

Know your professor 

Familiarize yourself with your pathophysiology professor’s teaching style, expectations, and assessment methods. Attend office hours, ask questions, and seek clarification on challenging concepts. Building a positive relationship with your professor can help you feel more comfortable seeking guidance and support throughout the course.

Learn what type of learner you are 

Everyone learns differently, so it’s essential to identify your learning style and adapt your study strategies accordingly. Are you a visual learner who benefits from diagrams and flowcharts? An auditory learner who retains information best through lectures and discussions? Or a kinesthetic learner who learns by doing and practicing? Once you understand your learning style, you can choose the best study methods.

Don’t memorize the content; UNDERSTAND IT 

Pathophysiology is a complex subject that requires more than just memorization. Focus on understanding the underlying concepts, mechanisms, and relationships between disease processes. Ask yourself questions like “Why does this happen?” and “How does this relate to what I already know?” Seeking a deeper understanding will help you retain and apply the information more effectively in clinical situations.

Make this class a priority

Given the foundational importance of pathophysiology for your nursing education and career, it’s crucial to prioritize this course over others. Dedicate more time and effort to studying pathophysiology, even if it means slightly reducing your focus on other classes. However, maintain a balanced approach and do not neglect your other coursework entirely.

Create mnemonics for similar content 

Mnemonics are memory aids that can help you remember key concepts, sequences, or lists. Create your mnemonics for pathophysiology content that you find challenging or confusing, such as the steps in a disease process or the signs and symptoms of a particular condition. Mnemonics can be acronyms, rhymes, or even silly phrases that help you recall the information more easily.

Take notes 

Effective note-taking is crucial for processing and retaining information from lectures and readings. Develop a note-taking system that works for you, whether outlining, mind-mapping, or using the Cornell method. Focus on capturing key concepts, definitions, and examples, and leave space for adding your thoughts and questions. Reviewing and summarizing your notes regularly will help reinforce your learning.

Record the lectures 

If permitted by your professor, consider recording lectures to supplement your note-taking. This allows you to focus more on listening and understanding during class, knowing that you can revisit the lecture later for clarification or to fill in any gaps in your notes. However, avoid relying solely on recordings and still actively engage and participate in class.

Work in groups 

Collaborating with classmates through study groups can be a powerful way to enhance your learning. Group discussions can expose you to different perspectives, help clarify challenging concepts, and keep you accountable. Take turns explaining concepts to each other, quiz one another, and work through practice problems together. Just be sure to choose study partners committed to learning who will contribute positively to the group dynamic.

Get a study guide 

Study guides can be valuable resources for identifying the most critical concepts and information in your pathophysiology course. Look for study guides designed for nursing students, or ask your professor if they can recommend any. Use the study guide to focus your studying, prioritize key topics, and assess your understanding. However, don’t rely exclusively on the study guide and neglect other course materials and learning activities.

How Can I Study Pathophysiology Fast?

While there are no shortcuts to mastering pathophysiology, there are strategies you can use to study more efficiently:

• Focus on understanding core concepts and mechanisms rather than memorizing details.
• Use active learning techniques like summarizing, teaching others, and applying concepts to case studies.
• Prioritize topics that are most heavily emphasized in your course and that are most relevant to nursing practice.
• Take advantage of high-yield study resources like practice questions, flashcards, and summary sheets.
• Study consistently and in shorter, frequent sessions rather than long, sporadic marathons.

Remember, pathophysiology is a complex subject that requires time and effort to grasp fully. Aim for steady, focused learning rather than trying to cram everything quickly.

How Hard is Pathophysiology?

Pathophysiology is often considered one of the most challenging courses in nursing school due to its complexity and the volume of information covered. It requires a strong foundation in anatomy and physiology, critical thinking skills, and the ability to apply abstract concepts to real-world scenarios. However, the difficulty of pathophysiology can vary depending on factors such as:

• Your prior knowledge and preparation in anatomy, physiology, and other basic sciences.
• The teaching style and expectations of your professor.
• The pace and structure of your nursing program.
• Your learning style, study habits, and dedication to the course.

While pathophysiology is undoubtedly challenging, it is also a fascinating and essential subject that directly impacts your ability to provide effective patient care. By approaching the course with curiosity, dedication, and a willingness to seek help, you can successfully master the material and lay a strong foundation for your nursing career.

How hard is pathophysiology in nursing school?

Pathophysiology in nursing school can be challenging because it involves learning how diseases affect bodily functions. It requires understanding complex medical terms, how different systems in the bodywork, and how illnesses impact them? The subject combines biology and medicine, so it’s detailed and requires a lot of studying. However, with good study habits and dedication, many nursing students successfully learn it. Pathophysiology is important because it helps nurses understand patient conditions and provide better care.

How to make pathophysiology easy?

To make pathophysiology easier, you can try these strategies:

1. Break it down: Study in small sections and focus on one system or disease at a time.
2. Use visuals: Diagrams, charts, and videos can help you understand how diseases affect the body.
3. Create mnemonics: Simple memory tricks can help you remember complex information.
4. Relate it to real life: Think about how what you’re learning applies to actual patient care.
5. Study regularly: Review notes daily to keep the material fresh in your mind.
6. Practice questions: Use quizzes and practice exams to test your understanding.

NUR 514 Patient Documentation and Nursing Informatics Sample Paper

NUR-514 Benchmark – Electronic Health Record Implementation Paper

            The healthcare frontier, specifically the nursing aspect has undergone constant evolution aimed at improving caregiving and enhancing outcomes over the years. Part of this has seen the integration of technology into professional practice to enhance service provision and follow-ups, of which nurses are increasingly part. The electronic health record (EHR) represents one such advancement and its revolution of the system is yet to be fully tapped. Accordingly, Baumann et al. (2018) contend that proper documentation and clinical information relating to patients are the cornerstone of EHR, as they enhance patient care, professional communication and improve patient outcomes. Consequently, this essay will canvas the implementation of an EHR, as relates to clinical documentation by nurses, in terms of its technological rollout, collaborative design, ethical and regulatory aspects, leadership implications as well as evaluation parameters.

Key Database Information for Tracking Improvement Opportunities

            Clinical documentation of patient data can be very arduous especially in those poorly proficient with the EHR in place or as a result of systems complexities. As such, assessing the ease of use of the EHR by nurses is important in providing feedback on its user-friendliness or competency of the caregivers (Kebede et al., 2017). These underpin an EHR’s success.

First, although assessing efficiency objectively has proved a challenge, metrics such as ‘number of clicks’ and ‘time-spent’ can be embedded in the system to a specific user’s account and used to assess the seamlessness with which they accomplish their tasks. The number of clicks denotes the times the caregiver clicks on her screen to accomplish specific clinical and administrative tasks daily and provides a rough indication of their efficiency and understanding of the system, as well as its ease of use (Sinsky et al., 2020). Additionally, the average time spent on the system, either logging in or retrieving patient data is also a useful indicator of how seamlessly the caregiver is interacting with the EHR, and as such can be used to assess the ease of nurses’ interaction with the EHR systems.

Importantly, a properly functioning EHR has to have a way of capturing individualized patient information such as biodata and biometrics for both security of patient data and follow-up to assess consumer satisfaction regarding the EHR functionality (Kutney-Lee et al., 2019).  Information gathered from the modalities provided is thus crucial in improving the EHR systems in terms of professional training as well as enhancing user-interface to realize the ultimate gains of EHR systems.

Role of Informatics in Capturing Key Database Information

            The assessment of ‘number of clicks’ and ‘time-spent’ by caregivers in handling patient data in an EHR can be accomplished using special monitoring software that is embedded into the EHR systems. The software implements one-on-one usability assessments by capturing and accurately recording caregivers’ interactions with the user interfaces through clicks and the use of prompts (Campbell & Rankin, 2018). Additionally, they analyze specific timestamps to have a general view of task completion times, the number of interactions needed to complete a task, instruction adherence and flow as well as the use of the back button (Sinsky et al., 2020). Eventually, since these are specific for one caregiver’s account in the EHR, it is easier to track and monitor one’s performance and assist where needed. However, care must be taken not to disrupt the overall functionality of the parent EHR by using several overbearing adjunct software.

Importantly, patients are central to an EHR functioning and thus their place in improving EHR systems is reserved through their provision of suggestions, experiences, and level of satisfaction. This can only be realized if their parent data is well captured and stored. Consequently, the EHR has to be fitted with a software mechanism capable of accurately taking and storing patient biometrics such as fingerprints and a full biodata set at the first patient visit (Kutney-Lee et al., 2019). These are accomplished through the use of webcams and fingerprint scanners that then upload the information to the newly created patient’s online file repository. Subsequently, any changes in the patient’s status can be safely edited on their file to improve currentness and enhance follow-up (Kutney-Lee et al., 2019). The process is critical in obtaining patient feedback, enhancing the security of patient information, and even for billing purposes. The organization of this information and its updating is duly accomplished by nurse informaticists.

Design and Implementation Process of the EHR

The development and implementation of an EHR that satisfies patient needs and is user friendly to the caregivers is a delicate task. As such, multiple considerations at various layers have to be made to ensure the ultimate gains are realized. At the basic level, specific hardware and software systems have to be acquired, and these are chosen on basis of efficiency, durability, security, and affordability. The facility needs to run on an EHR that provides for patient data safety, does not break down often, and is user-friendly (Sinsky et al., 2020). Moreover, the financial implications of such acquisition have to be in tandem with the budgetary considerations of the facility since the hardware will include portable and durable computers, UPCs, CPU, and a server room while the software will include a scanning software, biometric machine, and in-built systems monitor.

Importantly, the realization of an EHR with the outlined features will take the collaboration of different staff and non-staff members. The head nurse will be incorporated for leadership and guidance and financial advice as well as a nurse informaticist to aid in fine-tuning the final EHR outlook to fit the demands of seamless nurse caregiving. A software provider will be chosen to furnish the facility with up-to-date software for capturing patient data, storage and faithfully monitoring staff interaction with the system. Further, the records manager has to provide input on the organizational outlook and modalities of storing and retrieving information as well as access security of patient data. The physicians, physiotherapists, laboratory technicians, pharmacists, nutritionists, and surgeons/pediatricians will all provide a representative to participate in the building of such an important healthcare component. Emphasis is put on the access framework, the input of patient data, security, and retrieving patient information. All the professionals will be trained on the usage of- and assessed-the EHR to ensure adequate understanding.

Professional, Ethical and Regulatory Standards for Incorporation

            Inherently, the implementation and use of electronic patient data are guided by the HITECH Act. Due to the availing and storage of patient information to a ‘third site’ for storage online, it is fraught with specific risks such as theft, hacking, and mistakes which may end up with intricate patient information in the wrong hands (McBride e al., 2018). Consequently, operational approval by the Office of the National Coordinator for Health Information Technology’s (ONC) must involve the satisfactory demonstration of a secure system, run by competent professionals. According to McBride et al. (2018), the EHR must possess appropriate patient management software and hospital management boards ought to be vigilant for the meeting of the standards to authorize the implementation of EHR in the facility. Privacy and confidentiality of patient information have to be upheld in the highest possible standards, and line with the HIPAA 1996. This will be accomplished through conformations, encryptions, and provision of individualized accounts for caregivers on the platform. Professional competence and integrity have to be assured through appropriate qualifications, regular training, and specific systems checks to enhance proper interaction with and usage of the EHR.

Transferring of Order Sets and Communication of Changes

Order sets represent a clinical decision support tool whose role is to promote efficiency and safety in patient care. The initial step is ensuring support from all care providers from the start. To ensure the success of the transfers, it will be done in phases, likely departmental steps, as a means of implementing and continuous monitoring and re-evaluation (Li et al., 2019). The typical infrastructure will have a robust catalog, unifying formulary, order naming convention, and an intranet for processing procedures, documents, and protocols (Li et al., 2019). Further, software for tracking order set progress has to be incorporated, as are the integrated laboratory and nutritional systems (Delvaux et al., 2017). Experts and hired analysts will be initially hired to aid in the transfer as well as train the caregivers till a point they can assume functions. These changes have to be communicated using the established channel of information flow beforehand to enable caregivers to adjust appropriately when the time comes.

Modalities of Evaluating the EHR Success

In as far as the staff is involved, assessing their competencies and efficiency regularly on the use and navigation of EHR remains vital. That is done through random scheduled visits by specific professionals at the call of the hospital board, to assess the aspects of interface interaction and time spent dealing with particular patients (Sinsky et al., 2020). Also, the cognitive load of EHR on caregivers can be checked to ensure it is as minimal as possible and that the workers are providing to their professional ability’s best. Tools such as the NASA Task Load Index (TLX) can be used to give insight into the mental and physical demand as well as performance effort of the caregivers in effecting seamless EHR systems.

Patient perspective can be assessed by checking their levels of satisfaction. That is accomplished using after-therapy comment segments to allow patients to fill in their experiences with the system and where they feel improvement is needed. These patient findings are integral to the continual advancement of the EHR implementation.

Leadership Skills for Inter-professional Collaboration

            The complexity and all-involving nature of use and applicability of EHR systems call for an over-the-board collaboration for success to be realized. Among the most important characteristics required is organizational skills. That ensures all users are in tandem with what is required of them and that they undertake their tasks diligently (Kirwan et al., 2021). Also, all operators of the system must exude high integrity levels to not only preserve the sanctity of patient information but also uphold professional ethics. Communication and information flow needs to be above reproach, to ensure seamless use of the platform. Such involves timely information involving scheduled maintenance, updates and more, to avoid disruption of patient care activities (Strudwick et al., 2019). Critical thought and creativity will also be important for navigating the vast ethicolegal issues occasioned by EHR systems as well as for constantly improving the experience and patient outcomes respectively.

Based on the above discussion, the acquisition and implementation framework of an EHR system should be collaborative, time-driven and anchored on the basic tenets that govern caregiver-patient interactions. While it is imperative to consider user comfort and usability implementing an EHR system, the primary focus should be on enhanced patient experience. Arguably, an ideal EHR system ought to improve patient experience, enhance patient outcomes and lessen the nurse’s workload during use. Most importantly, the use of EHR in clinical settings must never act as substitutes to patient-nurse interactions.

References

• Baumann, L. A., Baker, J., & Elshaug, A. G. (2018). The impact of electronic health record systems on clinical documentation times: A systematic review. Health Policy, 122(8), 827-836. https://doi.org/10.1016/j.healthpol.2018.05.014
• Campbell, M. L., & Rankin, J. M. (2017). Nurses and electronic health records in a Canadian hospital: examining the social organization and programmed use of digitized nursing knowledge. Sociology of Health & Illness, 39(3), 365-379. https://doi.org/10.1111/1467-9566.12489
• Delvaux, N., De Sutter, A., Van de Velde, S., Ramaekers, D., Fieuws, S., & Aertgeerts, B. (2017). Electronic Laboratory Medicine ordering with evidence-based Order sets in primary care (ELMO study): protocol for a cluster-randomized trial. Implementation Science, 12(1), 1-8. https://implementationscience.biomedcentral.com/articles/10.1186/s13012-017-0685-6?report=reader
• Kebede, M., Endris, Y., & Zegeye, D. T. (2017). Nursing care documentation practice: The unfinished task of nursing care in the University of Gondar Hospital. Informatics for Health and Social Care, 42(3), 290-302. https://doi.org/10.1080/17538157.2016.1252766
• Kirwan, S., Keogh, B., & Donohue, G. (2021). Nurse leadership in implementing digital change in an Irish mental health service. Mental Health Practice, 24(1). 10.7748/mhp.2020.e1524
• Kutney-Lee, A., Sloane, D. M., Bowles, K. H., Burns, L. R., & Aiken, L. H. (2019). Electronic health record adoption and nurse reports of usability and quality of care: the role of the work environment. Applied clinical informatics, 10(1), 129. https://dx.doi.org/10.1055%2Fs-0039-1678551
• Li, R. C., Wang, J. K., Sharp, C., & Chen, J. H. (2019). When order sets do not align with clinician workflow: assessing practice patterns in the electronic health record. BMJ quality & safety, 28(12), 987-996. http://dx.doi.org/10.1136/bmjqs-2018-008968
• McBride, S., Tietze, M., Robichaux, C., Stokes, L., & Weber, E. (2018). Identifying and addressing ethical issues with the use of electronic health records. Online J Issues Nurs, 23(1). http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Identifying-and-Addressing-Ethical-Issues-EHR.html
• Sinsky, C. A., Rule, A., Cohen, G., Arndt, B. G., Shanafelt, T. D., Sharp, C. D., … & Hribar, M. (2020). Metrics for assessing physician activity using electronic health record log data. Journal of the American Medical Informatics Association, 27(4), 639-643. https://doi.org/10.1093/jamia/ocz223
• Strudwick, G., Booth, R. G., Bjarnadottir, R. I., Rossetti, S. C., Friesen, M., Sequeira, L., … & Srivastava, R. (2019). The role of nurse managers in the adoption of health information technology: findings from a qualitative study. JONA: The Journal of Nursing Administration, 49(11), 549-555. doi: 10.1097/NNA.0000000000000810

PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS NRNP 6665 WEEK 5

PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS NRNP 6665 WEEK 5

WEEK 5: AT A GLANCE

MOOD AND ANXIETY DISORDERS IN CHILDREN AND ADOLESCENTS

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INTRODUCTION

School and going out with my friends used to be fun, but not anymore. Mom keeps telling me just to go out and have fun, but I don’t see the point of trying. All my friends are better than I am. I keep having these headaches and just feel worthless. I used to get As and Bs in school, but not anymore. I can’t concentrate at school. I would rather be at home sleeping.

—Madison, age 16

Mood and anxiety disorders can be particularly challenging to address in childhood and adolescence for many reasons. Children may not be able to fully express or understand their feelings and behaviors. Parents may misattribute or not recognize signs and symptoms. The symptoms of disorders also vary when present in children as opposed to adults. The PMHNP needs to know how to diagnose these conditions and must understand the importance of integrating medication management strategies with both individual and family therapy to optimize treatment outcomes.

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LEARNING OBJECTIVES

Students will:

• Explain signs and symptoms of mood and anxiety disorders in children and adolescents
• Explain the pathophysiology of mood and anxiety disorders in children and adolescents
• Explain diagnosis and treatment methods for mood and anxiety disorders in children and adolescents
• Develop patient education materials for mood and anxiety disorders in children and adolescents

Also Read:

Neurodevelopment Disorders Study Guide NRNP6665 Week 8

Please choose one of these disorders below for week 5 Assignment depending on last name

Group 1. Last name starting with letter A through L

Anxiety Disorder
Disruptive Mood Dysregulation Disorder

Group 2. Last name starting with letter M through Z

Major Depressive Disorder
Bipolar Disorder
Disruptive Mood Dysregulation Disorder
Remember you have to research treatments for children/adolescents with these disorders. In regard to the community resources and referrals, do not just name them, but describe the services they provide.

Points to keep in mind:

You need a title page and a reference page. All assignments should follow APA guidelines. Please refer to your APA manual or the writing center at the university. Points will be deducted automatically for late submissions, unless received prior approval from the professor. Read your Turnitin report and revise your work if needed. Read the assignment instructions and the rubric carefully and ensure you all questions were answered before submitting.

Do not worry if you have more than 500 words.

PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS

Patient education is an effective tool in supporting compliance and treatment for a diagnosis. It is important to consider effective ways to educate patients and their families about a diagnosis—such as coaching, brochures, or videos—and to recognize that the efficacy of any materials may differ based on the needs and learning preferences of a particular patient. Because patients or their families may be overwhelmed with a new diagnosis, it is important that materials provided by the practitioner clearly outline the information that patients need to know.

For this Assignment, you will pretend that you are a contributing writer to a health blog. You are tasked with explaining important information about an assigned mental health disorder in language appropriate for child/adolescent patients and/or their caregivers.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

TO PREPARE

• By Day 1, your Instructor will assign a mood or anxiety disorder diagnosis for you to use for this Assignment.
• Research signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.

THE ASSIGNMENT

In a 300- to 500-word blog post written for a patient and/or caregiver audience, explain signs and symptoms for your diagnosis, pharmacological treatments, nonpharmacological treatments, and appropriate community resources and referrals.
Although you are not required to respond to colleagues, collegial discussion is welcome.

BY DAY 7 OF WEEK 5

Submit your Assignment.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK5Assgn+last name+first initial.
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

LEARNING RESOURCES

Required Readings

• Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent mental healthLinks to an external site.. American Psychiatric Association Publishing.
  • Chapter 3, “Common Clinical Concerns”
  • Chapter 7, “A Brief Version of DSM-5?
  • Chapter 8, “A stepwise approach to Differential Diagnosis”
  • Chapter 10, “Selected DSM-5 Assessment Measures”
  • Chapter 11, “Rating Scales and Alternative Diagnostic Systems”Links to an external site.
• Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). The patient education materials assessment tool (PEMAT) and user’s guideLinks to an external site.. Agency for Healthcare Research and Quality. https://www.ahrq.gov/sites/default/files/publications/files/pemat_guide.pdfLinks to an external site.
• Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell.
• • Chapter 60, “Anxiety Disorders”
  • Chapter 61, “Obsessive Compulsive Disorder”
  • Chapter 62, “Bipolar Disorder in Childhood”
  • Chapter 63, “Depressive Disorders in Childhood and Adolescence”

Required Media

• Center for Rural Health. (2020, May 18). Disruptive mood dysregulation disorder & childhood bipolar disorderLinks to an external site. [Video]. YouTube. https://youtu.be/tSfYXkst1vMLinks to an external site.
• Mood Disorders Association of BC. (2014, November 20). Children in depressionLinks to an external site. [Video]. YouTube. https://youtu.be/Qg-BBKB1nJcLinks to an external site.
• Psych Hub Education. (2020, January 7). LGBTQ youthLinks to an external site.: Learning to listen. [Video]. YouTube. https://www.youtube.com/watch?v=Wn4AVjMMYX4

Medication  Review

Review the FDA-approved use of the following medicines related to treating mood and anxiety disorders in children and adolescents.

Bipolar depressionBipolar disorderlurasidone (age 10–17)
olanzapine-fluoxetine combination (age 10–17)aripiprazole (age 10–17)
asenapine  (for mania or mixed episodes, age 10–17)
lithium (for mania, age 12–17)olanzapine (age 13–17)
quetiapine (age 10–17)
risperidone (age 10–17)

 

Generalized anxiety disorderDepressionduloxetine (age 7–17)escitalopram (age 12–17)
fluoxetine (age 8–17)

 

Obsessive-compulsive disorderclomipramine (age 10–17)
fluoxetine (age 7–17)
fluvoxamine (age 8–17)
sertraline (age 6–17)

Depression in Children and Adolescents Sample Paper

Depression in children is multifactorial in origin. It results from interactions between both environmental factors and biological vulnerabilities. Heritability is the leading risk factor for mental illness.  The interaction between genes and environmental factors further contributes to this risk. Genes-environmental interaction increases the susceptibility to environmental stress.

Psychosocial factors can also increase the risk of developing depression, such as in the case of stressful life events which precede depressive symptoms in children and adolescents (Bremner et al., 2020). Cognitive factors can also contribute to the development of depression. Depressed children and adolescents have memory and attentional bias. These children tend to recall more negative words.

Also, children who underestimate their competence are more likely to have depressive symptoms. Children who have had depression before are also likely to underestimate their competence. Other factors that may contribute to the development of depression include substance and alcohol abuse, other mental illnesses, and comorbidities such as diabetes, epilepsy, and obesity.

The signs and symptoms of depression in children include pessimism and hopelessness about the future, a lack of interest in activities they previously enjoyed, feeling sad and irritable, criticism of themselves, difficulties in concentration in school, lack of energy, and problems with sleeping. Children may also experience symptoms such as stomach aches and headaches. There can be an increase or decrease in appetite. Weight changes can also be noticed, such as a remarkable weight gain or weight loss when not dieting. As Charles and Fazeli (2017) note, morbid thoughts may progress to suicidal ideations or suicide attempts.

Diagnosis of depression is made with the presence of at least five of the above symptoms with a change in function within 2 weeks. These symptoms should be accompanied by a depressed mood and should not be explained by another medical condition (Forman-Hoffman & Viswanathan, 2018).

Treatment of depression in children and adolescents targets recovery and returning to the premorbid level of functioning. Treatment involves the use of both pharmacological and nonpharmacological methods (Leichsenring et al., 2021).

Pharmacological methods involve the use of antidepressant medications. The most commonly used antidepressants are selective serotonin reuptake inhibitors (SSRIs). These drugs are fluoxetine, citalopram, sertraline, and escitalopram. Fluoxetine and escitalopram are FDA approved for the treatment of depression in children and adolescents (Leichsenring et al., 2021). Children on antidepressants should, however, be monitored for risk of suicide. This is one of the major side effects of antidepressants.

Nonpharmacological methods include the use of psychosocial interventions which involve both the children and the parents. Psychosocial interventions are used in the case of mild to moderate depression. It entails using psychoeducation, including education about illness, nutrition, and the importance of good sleep.

Patients should be encouraged to exercise for at least 30 minutes daily. Cognitive-behavioral therapy is also used to help patients identify cognitive distortions, learn problem-solving skills, and modify behaviors predisposing them to depressive symptoms (Oar et al., 2017). Interpersonal therapy is used to help individuals learn interpersonal problem-solving skills.

Parents should contact a healthcare provider if they observe changes in mood and functioning of the child. Mental health nurses and pediatricians should ensure they promote mental health and increase awareness to decrease the stigma associated with mental illness. Depression in children and adolescents is a treatable condition.

Treatment in an outpatient setting is recommended. Treatment should involve an interprofessional team comprising a mental health nurse, a pediatrician, a psychiatrist, a case manager, and a psychotherapist. In severe cases of depression, the management of patients in an inpatient setting is recommended (Leichsenring et al., 2021).

PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS NRNP 6665 WEEK 5 References

Bremner, J. D., Moazzami, K., Wittbrodt, M. T., Nye, J. A., Lima, B. B., Gillespie, C. F., Rapaport, M. H., Pearce, B. D., Shah, A. J., & Vaccarino, V. (2020). Diet, Stress and Mental Health. Nutrients, 12(8), 2428. https://doi.org/10.3390/nu12082428

Charles, J., & Fazeli, M. (2017). Depression in children. Australian Family Physician, 46(12), 901–907.

Forman-Hoffman, V. L., & Viswanathan, M. (2018). Screening for Depression in Pediatric Primary Care. Current Psychiatry Reports, 20(8), 62. https://doi.org/10.1007/s11920-018-0926-7

Leichsenring, F., Luyten, P., Abbass, A., Rabung, S., & Steinert, C. (2021). Treatment of depression in children and adolescents. The Lancet. Psychiatry, 8(2), 96–97. https://doi.org/10.1016/S2215-0366(20)30492-2

Oar, E. L., Johnco, C., & Ollendick, T. H. (2017). Cognitive Behavioral Therapy for Anxiety and Depression in Children and Adolescents. The Psychiatric Clinics of North America, 40(4), 661–674. https://doi.org/10.1016/j.psc.2017.08.002

PATIENT EDUCATION FOR CHILDREN AND ADOLESCENTS NRNP 6665 WEEK 5 Rubric

NRNP_6665_Week5_Assignment_RubricNRNP_6665_Week5_Assignment_RubricCriteriaRatingsPts

This criterion is linked to a Learning Outcome In a 300- to 500-word blog post written for a patient and/or caregiver audience: • Explain signs and symptoms for the assigned diagnosis in children and adolescents.

   

30 to >26.0 pts

ExcellentThe response accurately and concisely explains signs and symptoms of the assigned diagnosis in language and tone that are engaging and appropriate for a patient/ caregiver audience. 

26 to >23.0 pts

GoodThe response accurately explains signs and symptoms of the assigned diagnosis in language and tone appropriate for a patient/ caregiver audience. 

23 to >20.0 pts

FairThe response somewhat vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are mostly appropriate for a patient/ caregiver audience. 

20 to >0 pts

PoorThe response vaguely or inaccurately explains signs and symptoms of the assigned diagnosis. Language and tone are not appropriate for a patient/ caregiver audience. Or the response is missing.30 pts

This criterion is linked to a Learning Outcome· Explain pharmacological and nonpharmacological treatments for children and adolescents with the diagnosis.

   

30 to >26.0 pts

ExcellentThe response accurately and concisely explains pharmacological and nonpharmacological treatments in language and tone that are engaging and appropriate for a patient/ caregiver audience. 

26 to >23.0 pts

GoodThe response accurately explains pharmacological and nonpharmacological treatments in language and tone that are appropriate for a patient/ caregiver audience. 

23 to >20.0 pts

FairThe response somewhat vaguely or inaccurately explains pharmacological and nonpharmacological treatments. Language and tone are mostly appropriate for a patient/caregiver audience. 

20 to >0 pts

PoorThe response vaguely or inaccurately explains pharmacological and non pharmacological treatments. Language and tone are not appropriate for a patient/ caregiver audience. Or the response is missing.30 pts

This criterion is linked to a Learning Outcome· Explain appropriate community resources and referrals for the assigned diagnosis.

   

25 to >22.0 pts

ExcellentThe response accurately and concisely explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are engaging and appropriate for a patient/ caregiver audience. 

22 to >19.0 pts

GoodThe response accurately explains appropriate community resources and referrals for the assigned diagnosis in language and tone that are appropriate for a patient/ caregiver audience. 

19 to >17.0 pts

FairThe response somewhat vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are mostly appropriate for a patient/ caregiver audience. 

17 to >0 pts

PoorThe response vaguely or inaccurately explains community resources and referrals for the assigned diagnosis. Language and tone are not appropriate for a patient/ caregiver audience. Or the response is missing.25 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

   

5 to >4.0 pts

ExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. 

4 to >3.5 pts

GoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. 

3.5 to >3.0 pts

FairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. 

3 to >0 pts

PoorParagraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation

   

5 to >4.0 pts

ExcellentUses correct grammar, spelling, and punctuation with no errors 

4 to >3.5 pts

GoodContains one or two grammar, spelling, and punctuation errors 

3.5 to >3.0 pts

FairContains several (three or four) grammar, spelling, and punctuation errors 

3 to >0 pts

PoorContains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.

   

5 to >4.0 pts

ExcellentUses correct APA format with no errors 

4 to >3.5 pts

GoodContains one or two APA format errors 

3.5 to >3.0 pts

FairContains several (three or four) APA format errors 

3 to >0 pts

PoorContains many (five or more) APA format errors5 ptsTotal Points: 100 

Major Depressive Disorder in Children and Adolescents

Major depressive disorder (MDD) is a significant mental illness that affects millions of individuals globally, including children and adolescents (World Health Organization, 2023).

Patients and caregivers need to identify the telltale signs and symptoms of MDD, comprehend the many treatment choices, and be aware of the support systems in their local communities. With the guidance of this post, you should be able to understand MDD and direction to the assistance you require.

Signs and Symptoms

Major Depressive Disorder (MDD) symptoms and signs include persistent sadness, emptiness, and hopelessness (Bains & Abdijadid, 2022). Typical warning signs and symptoms include:

• A depressed mood is usually characterized by persistent sadness and melancholy for most of the day; in children and adolescents, there is often an aspect of irritability.
• Loss of interest or pleasure: the individual loses delight in once-enjoyed activities.
• You may notice significant weight loss or increased changes in hunger and appetite. Children fail to gain weight as expected of their age group.
• You may notice disturbances in sleep patterns, including difficulty falling asleep or excessive sleeping.
• Fatigue and lack of energy: Constantly tired and low energy levels.
• Self-doubt or guilt: Constantly thinking negatively of oneself, they think of themselves as worthless and guilty.
• Poor concentration and having trouble focusing or making decisions: the adolescent finds it challenging to make even straightforward decisions.
• You are frequently having thoughts of suicide or death.
• Psychomotor agitation and retardation: the individual speech gets slowed, their movement decreases, and they have cognitive function that is impaired (Halverson, 2019).

Pharmacological and Nonpharmacological Treatment

MDD is managed through various modalities, from drugs to interventional, psychotherapeutic, and lifestyle modifications. Combination therapy of medications and psychotherapy has been found to work better than the treatments alone. The severe forms of the disorder are best handled using electroconvulsive therapy. The use of medications is crucial in the management of MDD. Commonly prescribed antidepressants include selective serotonin reuptake inhibitors (SSRIs) like fluoxetine and serotonin-norepinephrine reuptake inhibitors (SNRIs) such as venlafaxine (Dwyer & Bloch, 2019). These drugs assist in balancing brain chemistry to lessen depressive symptoms.

Speaking with a healthcare professional is critical to choose the drug and dose that will work best for you. Nonpharmacological therapies can help manage MDD in addition to medication. Psychotherapy, like Cognitive Behavioural treatment (CBT), can help one recognize damaging thought patterns and create coping mechanisms. Regular exercise, such as yoga, walking, or other physical activity, can improve mood and lessen depression symptoms. Building a network of supportive relationships is essential, as is looking for emotional support from friends, family, or support groups.

Community Resources and Referrals

For controlling MDD, having access to comprehensive care and support is essential. Think about the following neighborhood resources:

• Local mental health organizations offer information, counseling, and support groups for MDD.
• Support groups: Participating in support groups enables you to interact with people who have gone through similar things, providing mutual understanding and support.
• Consulting mental health specialists enables individualized care and direction. Examples of such specialists are psychiatrists, psychologists, and counselors.
• Crisis helplines are available for urgent support during emergencies.

It is essential to be knowledgeable about the presentation of Major Depressive Disorder, understands available treatment options, and be aware of community services. You do not have to deal with MDD alone; asking for expert help and support is a show of might.

References

Bains, N., & Abdijadid, S. (2022). Major depressive disorder. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK559078/

Dwyer, J. B., & Bloch, M. H. (2019). Antidepressants for pediatric patients. Current Psychiatry, 18(9), 26–42F. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6738970/

Halverson, J. (2019, March 28). Depression clinical presentation: History, physical examination, major depressive disorder. Medscape.com. https://emedicine.medscape.com/article/286759-clinical

World Health Organization. (2023). Depressive disorder (depression). World Health Organisation. https://www.who.int/news-room/fact-sheets/detail/depression

Also Read: Child and Adolescent Assessment NRNP 6665

Patient Preference and Satisfaction Discussion 2

Patient Preference and Satisfaction Discussion 2

Search the GCU Library and find two new health care articles that use quantitative research. Do not use articles from a previous assignment, or articles that appear in the Topic Materials or textbook.

• Complete an article analysis for each using the “Article Analysis: Part 2” template.
• Refer to the “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial,” in conjunction with the “Article Analysis Example 2,” for an example of an article analysis.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance

ORDER THROUGH BOUTESSAY

Patient Preference and Satisfaction Discussion 2 Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.