Instructions:
Download Five Steps to Career Planning form to answer the following questions:
Use the PICO question to look for 2 articles and complete the evidence based table i have attached.
PICO question: In individuals diagnosed with Parkinson’s disease (P), does the implementation of complementary supportive therapies in conjunction with standard practice (I) improve quality of life (O) compared with standard practice alone (C)?
SOAP note Heart Failure
Based on course readings, resources, and discussions, create your own theory based on your specific practice area. For example, Liken’s Theory of Nurse/Patient Connectedness for Individuals with a Diagnosis of Depression.
Be sure to include definitions and descriptions of at least two key concepts that make up your theory. Describe the relationships between these concepts. For example “connectedness” and “depression.”
What role does research play in the development and use of your theory in practice?
Give a case example of how your concepts and theories would be used in a specific client situation in practice. What are the barriers to using your theory in practice?
Discuss the safety and effectiveness of alternative and complementary medicine for the treatment of specific illnesses such as cancer, diabetes, and hypertension.
Create a 2-page reflection on your work and experiences in this course.
Doctoral-level health care professionals have many opportunities to reflect on their contributions to their field and organization. After completing any portion of a project, it is important to evaluate how well it met its objectives. Such evaluation enables practitioners and leaders to explore and reflect on their experiences and identify opportunities for future improvement.
This assessment provides an opportunity for you to reflect on your achievements, challenges, and improvement opportunities related to your work on your doctoral project and at your project site during this course. By reflecting on these areas, you can deepen your critical-thinking and problem-solving skills, as well as locate your position on your project journey as you progress to the next course.
One way you could organize your reflection is to take a simplified gap-analysis approach for each of the four main topics for the reflection:
· What happened?
. What did you do and what were the results of your work?
. Remember to mention the relevant evidence you used to guide your approach to your work.
· What went well?
· What did not go well?
. How did actual events differ from your predictions?
. If relevant, mention the evidence that helped you formulate your prediction about what should have happened.
· How are your experiences changing your thinking, analysis, and communication patterns?
. How can you use this information to improve?
. If relevant, look to the literature to support your potential changes.
While you may use any appropriate approach to organize your reflection, be sure that you address the following scoring guide criteria
:
· Reflect on process, outcomes, success, and opportunities for improvement related to the development of your QI/PI framework.
· Reflect on process, outcomes, success, and opportunities for improvement related to the development of your project implementation plan and logic model.
· Reflect on process, outcomes, success, and opportunities for improvement related to collaboration and other relevant work at the project site.
· Integrate support from scholarly and authoritative sources to strengthen claims and substantiate decision making.
Describe the three health care settings that you explored as proposed sites for an EBP QI project. ( Community Mental Health Clinic, Crisis inpatient. Substance Use Clinic.
Respond by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.
2 scholarly references
According to Clifton Strengths results, the top 5 Signature Theme report presents.
Consistency –I are keenly aware of the need to treat people the same, no matter what.
Achiever –Achiever describes a constant need for achievement. By the end of the day, I must achieve something tangible in order to feel good about myself.
Significance- I want to be very significant in the eyes of other people. I want to be heard and be part or be useful. You want to stand out.
Restorative – I love to solve problems. I enjoy the challenge of analyzing the symptoms, identifying what is wrong,
Woo- stands for winning others over. I enjoy the challenge of meeting new people and getting them to like me.
Core values
The two core values I would like to improve on or strengthen are accountability and healthy competition. I am responsible for my own action, so I must make the right decision or do what is right. To me healthy competition is helping my family and friends, colleagues strive to the best and professional outcome.
strengths
Also, I would like to improve my strength on good communication skills and to learn and acquire more knowledge and skills to help me become a professional Nurse. It will help me to build a better relationship with other people.
Characteristics
Based on Clifton strength result, the two essential quality I would like to improve is emotional intelligence by helping people to think and act. Emotional intelligent is the ability to build relationships with others and understand their feelings or emotions. Encouraging myself and others will also help to reach goals.
Reference
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert
clinician to influential leader (3rd ed.). New York, NY: Springer.
Rath, T. (2007). StrengthsFinder 2.0. Gallup Press.
Identify an article that is at least five years old.
Summarize the statistical findings and discuss the significant it has
on nursing.
Please post your initial post by Wednesday midnight with 400 words and
one scholarly article.
Advanced Psychopharmacology and Health Promotion
Unit 7 Medications for Psychosis and Schizophrenia Related Disorders 600W. APA. 4 references due 10-17-23.
Answer the following questions:
Which antipsychotics are considered first-generation and why are they used less often than second generation antipsychotics? Are second-generation antipsychotics more effective?
Compare and contrast the following conditions: Tardive Dyskinesia, Acute Dystonia, Athetosis, and Tics.
Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.
Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format.
Use as a guide please do not copy this information. Also please use the textbook
1. Which antipsychotics are considered first-generation and why are they used less often than second generation antipsychotics? Are second-generation antipsychotics more effective? First generation antipsychotics, also referred to as “typical antipsychotics” were developed in the 1950s. Commonly prescribed first-generation antipsychotics include: Loxitane (loxapine); Mellaril (thioridazine); Moban (molindone); Navane (thiothixene); Prolixin (fluphenazine); Serentil (mesoridazine); Stelazine (trifluoperazine); Trilafon (perphenazine); and Thorazine (chlorpromazine). These first-generation antipsychotics are used less often than second generation antipsychotics because these medications have a high risk of side effects and some of those side effects can be severe. Second-generation antipsychotics, also known as “atypical antipsychotics,” were developed in the 1980s. Second-generation antipsychotics have more metabolic symptoms, including obesity, diabetes and hyperlipidemia (Heldt, 2017; Stahl et al., 2021). Side effects from first-generation antipsychotics include extrapyramidal effects, such as tardive dyskinesia, rigidity, tremors, and seizures. There is no evidence that second generation antipsychotics are significantly more effective than first generation antipsychotics in the treatment of cognitive and negative symptoms of schizophrenia (Stahl et al., 2021; Stroup, et al., 2003). 2. Compare and contrast the following conditions: Tardive Dyskinesia, Acute Dystonia, Athetosis, and Tics. Tardive dyskinesia is one of the symptoms of long-term use of a first -generation antipsychotic. It is a condition where there is constant or rhythmic involuntary movements that usually involves the muscles of the mouth. It can appear as lip smacking, chewing, excessive eye blinking, grimacing. These symptoms appear slowly over time. Tardive dyskinesia will not go away once the antipsychotic is stopped, it can become irreversible if present for too long. The risk of a patient developing tardive dyskinesia goes up with every year of continuous treatment. TD is specific to the use of antipsychotics (Heldt, 2017). Acute dystonia can develop within the first few hours of a patient receiving an antipsychotic. It is a sustained and painful involuntary contraction of a muscle group- usually involving the face or neck muscles. This is an easily reversible side effect and is managed with an anticholinergic drug such as Benadryl or Cogentin. This condition This study source was downloaded by 100000769192234 from CourseHero.com on 10-16-2023 17:34:58 GMT -05:00 https://www.coursehero.com/file/123197773/Discussion-7docx/ can resolve within a few minutes of proper medication and will not leave any long-term effects (Heldt, 2017). Athetosis is slow, involuntary, writhing movements of fingers, hands, toes and feet. Patients with this condition cannot maintain a stable or still position and when patients attempt to try to control the movements, symptoms can get worse. Athetosis is often a longterm symptom of continued use of first-generation antipsychotics (Holland, 2018). Tics are distinguished from EPS symptoms by the fact that tics are most commonly brief movements are able to be suppressed. Tics are sudden, rapid and repetitive movement (motor tics) or vocalizations (vocal tics). Those with tics feel the urge building up inside them before the tic appears, they these individuals report a feeling of relief after the tic is over. Although tics are involuntary, tics stop during sleep and patients can suppress the urge for short periods of time with effort (Martino, 2020). Heldt, J. P. (2017). Memorable psychopharmacology. Createspace Independent Publishing Platform. Holland, K. (2018, July 18). What Is Athetosis? Healthline; Healthline Media. https://www.healthline.com/health/athetosis Martino, D. (2020). Update on the Treatment of Tics in Tourette Syndrome and Other Chronic Tic Disorders. Current Treatment Options in Neurology, 22(4). https://doi.org/10.1007/s11940-020-0620-z Stahl, S., Muntner, N., & Grady, M. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and clinical applications (5th ed.). Cambridge University Press. Stroup, T. S., McEvoy, J. P., Swartz, M. S., Byerly, M. J., Glick, I. D., Canive, J. M., McGee, M. F., Simpson, G. M., Stevens, M. C., & Lieberman, J. A. (2003). The National Institute of Mental Health Clinical Antipsychotic Trials of Intervention Effectiveness (CATIE)
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