05 Feb Poster to better understand

MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit1 Discussion DQ1 Review of Evidence for Treating Specific Disorders For this discussion you will review evidence related to achieving high-quality outcomes for a specific condition, disease, or disorder that has characteristics related to metabolic balance or glucose regulation. The following are some examples that would be appropriate to research for this discussion (if you would like to pursue a different topic, please check with your instructor): Cancer. Diabetes (type 2). HIV/AIDS. Hyperthyroidism. Hypothyroidism. Metabolic syndrome. Obesity. Polycystic ovary syndrome. Prediabetes. Pregnancy. In your initial post, complete the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Select a disorder, disease, or condition that has a basis in metabolic balance or glucose regulation. Summarize a minimum of two pieces of evidence (journal articles, best practices, guidelines from professional organizations, et cetera) related to the treatment of your chosen disorder, disease, or condition. Cite your evidence using APA style, as appropriate. Analyze how the evidence you summarized can help achieve high-quality patient outcomes for the chosen disorder, disease, or condition. Briefly reflect on how this evidence could be applied in your past, current, or desired future practice. Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Suggest additional evidence relevant to your peer’s chosen condition, disease, or disorder, and explain how that evidence could contribute to achieving high-quality patient outcomes. Suggest additional ways in which the evidence that peer has presented could be leveraged to achieve high-quality patient outcomes. Share a relevant experience from your personal practice about using evidence to achieve high-quality patient outcomes for your peer’s chosen disorder, disease, or condition Learning Components This activity will help you achieve the following learning components: Identify contemporary evidence (from within the last five years) relevant to a specific topic. Apply APA formatting. Identify valuable and relevant evidence for a specific topic. Use evidence to support claims. Explain relevant clinical aspects of a condition, disease, or disorder that has impaired glucose or metabolic imbalance as related aspects. Identify conditions, diseases, or disorders that that have impaired glucose or metabolic imbalance as related aspects. Resources Discussion Participation Scoring Guide. DQ2 Creating a Disorder-Specific Case Study Creating a Disorder-Specific Case Study For this discussion, you will create a brief case study to share with your peers. It will be related to a specific condition, disease, or disorder that has characteristics of metabolic balance or glucose regulation. The purpose of this discussion will be to deepen your understanding of your chosen condition, disease, or disorder. It will also provide your peers with a brief case study to consider as the course progresses toward the Unit 3 assignment. This will be useful, as the Unit 3 assignment will ask you to select a specific condition, disease, or disorder that has characteristics of metabolic balance or glucose regulation and create an in-depth concept map for it. For the case study, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Describe the history of present illness. Explain the patient’s past medical history. Present relevant diagnostics. Lab results. Therapeutics. Assessments. Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Share relevant information or experiences from your personal practice related to the presented condition, disease, or disorder and suggestions for how the shared information could be used to enhance the case study. Discuss ways in which you could envision applying the case study to help improve your understanding of the presented condition, disease, or disorder and to help you address aspects of the Unit 3 assignment. Learning Components This activity will help you achieve the following learning components: Explain relevant clinical aspects of a condition, disease, or disorder that has impaired glucose or metabolic imbalance as related aspects. Identify conditions, diseases, or disorders that that have impaired glucose or metabolic imbalance as related aspects. Identify contemporary evidence (from within the last five years) relevant to a specific topic. Identify valuable and relevant evidence for a specific topic. Resources Discussion Participation Scoring Guide. Writing Basics: Element of the Case Study. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit2 Discussion DQ1 Concept Map A concept map is a visual representation that shows individual relationships between concepts, principles and personal or professional connections. The purpose of a concept map is to allow practitioners to visualize connections between ideas, connect new ideas to previous, and to organize ideas logically. For this discussion, you will create an initial draft of a concept map that you can refine and expand upon for the Concept Map assignment due by the end of Unit 3. You may base this concept map on any of the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools presentation, on the example case studies from Unit 1, or your own case study. Your concept map should be related to your chosen case study and should illustrate the relationship between the patient; the condition, disease, or disorder; and the various diagnostic and treatment considerations. In your concept map, display the following elements (you will likely want to submit your concept map as an attachment in the discussion area): Key information about the patient. Key information about the condition, disease, or disorder. Key decisions that a nurse would make to determine the best diagnostic and/or treatment options. Relevant facts related to the case study that help to illustrate support for decisions. Connectors to indicate relationships between the patient, condition, and decisions. You should also post a brief, 1–2 sentence summary of the case study you are using as the basis for your concept map to help provide the context for your map. Cite at least one source of scholarly or professional evidence that supports your concept map and decisions made regarding care. Response Guidelines In your response post, address the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Briefly describe your understanding of your peer’s concept map. Be sure to point out aspects that you find easy to interpret and areas where the meaning might be unclear. Provide at least one suggestion for an additional connection that could help to clarify the information or improve the care for the patient in the case study. Learning Components This activity will help you achieve the following learning components: Explain how a particular piece of evidence is relevant to a specific topic. Communicate clearly the links between one or more concepts. Explain specific components of a concept map. Explain how a particular piece of evidence is linked to best practices, professional guidelines, or regulatory standards. Explain how a particular piece of evidence is a valuable building block for a specific care approach. Identify connections and relationships between specific clinical considerations of a condition, disease, or disorder. Identify relevant clinical aspects of a condition, disease, or disorder that has impaired glucose or metabolic imbalance as related aspects. Develop a concept map. Identify components of a concept map. Resources Discussion Participation Scoring Guide. Concept Map Template [DOCX]. Vila Health: Concept Maps as Diagnostic Tools | Transcript. How to Make a Concept Map. DQ2 Organizing Care in Your Personal Practice In the first discussion in this unit you created a concept map based on a case study. For this discussion, explore the ways in which you or your practice setting utilize tools like concept maps, or other tools and technology, to help plan and organize care for patients. In your discussion post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Describe at least two tools that you or your practice setting commonly use to help plan and organize the care of patients (concept maps, electronic medical records, care plans, algorithms, smart phone or computer task managers, et cetera). How do these tools help to organize and make treatment decisions? How do these tools help contribute to the achievement of positive outcomes for patients? Share any tips you have for your peers about how they might best apply these tools to their practice. Response Guidelines In your response post, address the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Share relevant information or experiences from your personal practice or setting related to the tools that your peer shared, especially how the tools positively impact your practice. Learning Components This activity will help you achieve the following learning components: Communicate clearly the links between one or more concepts. Understand the purpose of a concept map. Explain specific components of a concept map. Explain how a particular piece of evidence is a valuable building block for a specific care approach. Explain how a particular piece of evidence is linked to best practices, professional guidelines, or regulatory standards. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit3 Discussion Interprofessional Strategies to Improve Clinical Outcomes For this discussion you will be asked to examine the ways in which interprofessional strategies and collaboration can be applied to improve clinical outcomes. Working across departments and role groups can be a critical component in ensuring the best possible clinical outcomes related to the three Ps: pathophysiology, pharmacology, and physical assessment. In your discussion post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations? Provide one example from your personal practice of how advances in technology have helped interprofessional collaboration. What interprofessional strategies do you recommend health care providers take in order meet patient-centered safety and outcome goals? Provide one example from your current or past professional practice or from a topic of interest to you. Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Discuss the advantages and disadvantages of one or more of the interprofessional strategies presented by your peer. If possible, approach your response considering how these strategies would apply to your current position or care setting. Share an additional interprofessional strategy, and explain why you think it would be useful to your peer. Learning Components This activity will help you achieve the following learning components: Identify interprofessional strategies that are relevant to a desired outcome. Explain how a specific interprofessional strategy will help achieve a desired outcome. Explain why a specific interprofessional strategy is appropriate in a certain case or context. Identify appropriate interprofessional strategies. Craft communication in a way that meets the audience at their level of content understanding. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit4 Discussion DQ1 Relationship Between Inflammation, Infection, and Pain and a Metabolic or Glucose Condition For this discussion you may want to take a further look at the condition, disease, or disorder that you used as the basis for your Unit 3 Concept Map assignment. If you want, you could also choose a new condition, disease, or disorder, as long as it has relevant metabolic or glucose-related considerations. In your discussion post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). In your chosen condition, disease, or disorder, what are the signs and symptoms or patient complaints that are related to inflammation and infection? In what ways does the inflammation associated with your chosen condition relate to the disease process and impact treatment options? In what ways does the infection potential associated with your chosen condition relate to the disease process and impact treatment options? In your chosen condition, disease, or disorder, what are the signs and symptoms or patient complaints that are related to acute or chronic pain? In what ways does the pain associated with your chosen condition relate to the disease process and impact treatment options? Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Comment on any additional considerations related to inflammation, infection, or pain relevant to your peer’s chosen condition, disease, or disorder. Share experiences from your own practice with regard to any inflammation, infection, or pain considerations relevant to your peer’s chosen condition, disease, or disorder. Learning Components This activity will help you achieve the following learning components: Identify the relationship between symptoms of inflammation, infection, and pain to a condition, disease, or disorder that has impaired glucose or metabolic imbalance as related aspects. Explain the relationship between symptoms of inflammation, infection, and pain to a condition, disease, or disorder that has impaired glucose or metabolic imbalance as related aspects. Identify contemporary evidence (from within the last five years) relevant to a specific topic. Use evidence to support claims. Resources Discussion Participation Scoring Guide. DQ2 Experience Working With Inflammation, Infection, and Pain in Personal Practice This discussion will focus on sharing your experiences with treating and planning care for patients experiencing issues with inflammation, infection, and pain related to an imbalance or alteration in glucose metabolism. For your initial discussion post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Describe one or more experiences from your practice where you had to treat a patient who was experiencing issues with inflammation, infection, and pain related to metabolic imbalance or impaired glucose regulation. Explain any tools, strategies, or best practices that you utilized in your treatment to help ensure the best possible safety and outcomes for the patient. Response Guidelines In your response post, address the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Share relevant information or experiences from your personal practice or care setting related to tools, strategies, or best practices that are commonly utilized to address inflammation, infection, and pain. Comment on how your peer might use the information you are sharing in their own practice. Learning Components This activity will help you achieve the following learning components: Identify the relationship between symptoms of inflammation, infection, and pain to a condition, disease, or disorder that has impaired glucose or metabolic imbalance as related aspects. Explain the relationship between symptoms of inflammation, infection, and pain to a condition, disease, or disorder that has impaired glucose or metabolic imbalance as related aspects. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit5 Discussion DQ1 Evidence in Clinical Practice Goal Setting This discussion will be based upon the Vila Health: Using Evidence to Drive Improvement media piece. In your initial discussion post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Analyze the data presented in the Vila Health: Using Evidence to Drive Improvement media piece. How does the data depict the current best practices? How do clinical practice guidelines, evidence-based practice, and governmental or regulatory practice standards and policies relate to the data in the media piece? Based on your analysis of the data presented which areas need to be improved? Why is there a need for improvement? In other words, what would a gap analysis of the data tell you are the low performing areas? Using the professional, best practice, or governmental guidelines and standards you found, what are appropriate goals to aim for? Response Guidelines In your response post, address the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Offer a critique of your peer’s suggested clinical improvements. Consider the following: What aspects of their analysis were done well? Why do you think these aspects were done well? What aspects of their analysis could be improved upon? How could these aspects be improved upon? Learning Components This activity will help you achieve the following learning components: Identify data that illustrates underperformance. Relate data to clinical best practices and governmental or regulatory practice standards and policies. Use data to help set goals to improve performance. Identify data that illustrates acceptable performance. Apply APA formatting. Identify contemporary evidence (from within the last five years) relevant to a specific topic. Resources Discussion Participation Scoring Guide. Vila Health: Using Evidence to Drive Improvement | Transcript. Peer Review. DQ2 Where Do You Look for Evidence? This discussion is focused on creating collaborative discourse between you and your peers centered around the topic of where you go to look for evidence or resources for setting goals or treating a condition. If applicable, discuss this in the context of an absence of existing guidelines or policies. For your initial post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Where do you look for resources and evidence to help you get started when treating a specific condition? Where do you look for resources and evidence to help you get started when setting clinical goals? When there are no guidelines or policies for setting clinical goals, where do you look for resources and evidence to help you get started? How do you use these resources and evidence to begin constructing evidence-based treatment or developing evidence-based goals? Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Share with your peer an additional resource or way to search out evidence that you use in your practice. Discuss how you could envision yourself using one or more of the resources that your peer has shared. Learning Components This activity will help you achieve the following learning components: Understand where to find evidence. Apply APA formatting. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit6 Discussion Change Strategies Appropriate to Personal Practice For this discussion you will be exploring change models, strategies, or theories that could be the most useful in your personal practice. While conducting your research, also be sure to consider strategies that will be appropriate for helping you complete your Change Strategy and Implementation assignment that is due at the end of this unit. You may wish to consult the readings from this unit or conduct your own research for this discussion post. In your initial post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Research a minimum of two change models, strategies, or theories that you think are, or could be, relevant to your current or desired future practice. For each, address the following: Summarize the key aspect of the change model, strategy, or theory. Explain why the change model, strategy, or theory is relevant to your current or desired future practice. Explain how the change model, strategy, or theory could help you to be more effective in your practice. Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Suggest any additional change models, strategies, or theories that you think could be helpful to your peer in their practice, and explain how you believe they would be useful. Share an experience from your own practice in which you have used one of the change models, strategies, or theories presented by your peer. Learning Components This activity will help you achieve the following learning components: Explain how change strategies will help achieve a desired outcome. Describe how an interprofessional approach will contribute to the implementation of a change strategy. Analyze evidence that supports the use of a change strategy to achieve a desired outcome. Identify the relationship between a change strategy and interprofessional approaches. Communicate rationale for a change plan in a way that encourages buy-in from the audience. Understand change theories. Understand the audience. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit7 Discussion DQ1 Considering Your Audience When Proposing Quality Improvements For this discussion you will consider the importance of knowing which audiences you are targeting to gain buy-in for a change strategy or quality improvement initiative. In your discussion post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Identify one or more ways that a change strategy could be leveraged to improve the quality of care. Describe why it is important to recognize your immediate audience and your outreach (greater) audience, when identifying ways to leverage change to improve the quality of care. Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Suggest an additional way that your peer could leverage change strategies to improve the quality of care. Offer additional considerations regarding ways to ensure that your peer is appropriately engaging with target audiences. Learning Components This activity will help you achieve the following learning components: Explain how specific evidence supports a quality improvement approach. Explain the relationship between evidence, best practices, and quality improvement. Relate quality improvement to relevant change strategies. Identify change strategies that will lead to quality improvements. Identify evidence that supports the use of a specific change strategy. Use evidence to support claims. Apply APA formatting. Resources Discussion Participation Scoring Guide. DQ2 Change Initiatives in Your Personal Practice This discussion will focus on collaborative discourse related to experiences and involvement with change initiatives for clinical best practices throughout your career. By sharing your experiences and reading about the experiences of your peers, you can help to build the learning community’s understanding about successful (and less successful) ways to leverage change initiatives and improve the quality of care through clinical best practices. In your initial post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Share experiences from your practice in being involved with change initiatives that sought to improve quality of care or best practices. Share experiences from your practice in attempting to implement change initiatives to improve quality of care or best practices. Response Guidelines In your response post, address the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Compare and contrast your experiences with implementing or being involved with using change initiatives for best practices. Learning Components This activity will help you achieve the following learning components: Understand quality improvement methods, models, and theories. Use evidence to support claims. Identify change strategies that will lead to quality improvements. Relate quality improvement to relevant change strategies. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit8 Discussion DQ1 Implementing Best Practice Changes For this discussion, you will explore the importance of respecting the strengths and needs of broader multidisciplinary teams when taking steps to implement best practice changes into a care setting. In your initial post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Describe steps a nurse may take to implement best practice changes into a care setting while respecting the multidisciplinary team. What does each member bring to the care of the client or community? Explain the ways in which the steps you described will help to build buy-in from, or collaboration with, the multidisciplinary team. Explain the ways in which these steps will help to move along the implementation of best practice changes. Review the Unit 9 Quality Improvement Presentation Poster assignment. As a nurse leader, describe the implementation steps necessary to promote the desired practice change. Explain the ways in which these steps could be applied to ensure that interprofessional teamwork will be leveraged to improve the effectiveness or efficiency of the methods you may propose in your assignment. Response Guidelines In your response post, address the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Critique the steps described by your peer. Consider the following: In your opinion, which steps that were described by your peer will be most effective and beneficial? Provide resources to support your position. Which steps that your peer described do you think will be less successful? Are there other steps that your peer did not describe that would be beneficial for them to consider? Provide suggestions or recommendations on how the proposed steps could be improved. Briefly comment on your peer’s initial thoughts on how aspects of this discussion post could be applied to ensure that interprofessional teamwork will be leveraged to improve the effectiveness or efficiency of their methods in the Unit 9 assignment. Learning Components This activity will help you achieve the following learning components: Use evidence to support claims. Apply APA formatting. Understand the audience. Identify contemporary evidence (from within the last five years) relevant to a specific topic. Identify strategies that support continuous improvement. Explain how specific quality improvement approaches will promote continuous improvement. Resources Discussion Participation Scoring Guide. DQ2 Experience With Creating a Continuous Improvement Cycle For this discussion the focus will be on collaborative discourse related to your experiences and involvement with continuous improvement strategies, approaches, or initiatives from your practice. By sharing your experiences and reading about the experiences of your peers, you can help to build the learning community’s understanding about successful and less successful ways to create a continuous improvement cycle for the quality of care across disciplines and types of care settings. In your initial post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Share experiences from your practice about being involved with continuous improvement initiatives. Describe how the initiatives were implemented and communicated. Explain the ways in which these initiatives sought to leverage best practices to drive the continuous improvement. How well did these initiatives achieve quality improvement? Did initial improvement help contribute to a continuous improvement cycle? What lessons learned from your experience might you want to apply to your Unit 9 Quality Improvement Presentation Poster assignment? Response Guidelines In your response post, address the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Compare and contrast your experiences and involvement in continuous improvement strategies, approaches, or initiatives with those of your peer. Comment on how you might be able to apply something from your peer’s post to your Unit 9 Quality Improvement Presentation Poster assignment. Learning Components This activity will help you achieve the following learning components: Identify strategies that support continuous improvement. Explain how specific quality improvement approaches will promote continuous improvement. Use evidence to support claims. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit9 Discussion Creating Buy-In Through Best Practices Nurses have an important role in the application, development, and implementation of clinical best practices. By striving to improve patient care through best practices, it is possible for nurses to create buy-in from others through their actions. In your initial post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Explain the nurse’s role in applying, developing, and implementing clinical best practices within a care setting or interdisciplinary team. Describe ways a nurse striving to improve patient care through best practices can prompt buy-in from their peers, colleagues, and other relevant stakeholders. Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Comment on any similarities or differences between your discussion response and that of your peer, especially with regard to the nurse’s role. How might the type of nursing position you hold influence your view on this subject? Suggest additional ways in which a nurse striving to improve patient care through best practices can prompt buy-in from peers, colleagues, and other relevant stakeholders. How might your peer apply your suggestions to their practice? Learning Components This activity will help you achieve the following learning components: Explain how interprofessional teamwork will improve the effectiveness or efficiency of a quality improvement project. Apply APA formatting. Use evidence to support claims. Explain how best practices create buy-in for interprofessional approaches. Communicate in a way that makes the relevance of a project compelling to the audience. Understand the audience. Identify interprofessional considerations that improve effectiveness and efficiency. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit10 Discussion DQ1 Getting a Head Start on MSN6026 The next BPS course you will take as part of the MSN degree path is MSN6026: Biopsychosocial Concepts for Advanced Nursing Practice II. In it, you will be asked to complete an assignment that is in line with a letter to the editor of an academic journal. You will advocate for a specific position, policy, or approach to providing care for a population around a specific topic. This assignment will be centered on one or more of the following topics (as well as a population of your choice): Genetics and genomics. Example: Increased prevalence of gastrointestinal issues in individuals diagnosed with autism spectrum disorder. Immunity. Example: Immunocompromised elderly persons in a specific care setting. Chronicity. Example: Chronic prevalence of obesity in lower socioeconomic populations in a city. Addiction. Example: Prescription drug reliance or abuse among veterans. Emotion. Example: Lack of mental health services for vulnerable or underserved populations (such as LGBTQ, homeless, uninsured children, et cetera). For your initial post, address the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). Brainstorm one or more ideas that address one or more of the topics above and could be turned into an appropriate assignment submission. Describe these ideas. Explain why you are interested in potentially pursuing these ideas. How do these ideas relate to your practice? How might pursuing one or more of these ideas help to improve your practice? Response Guidelines In your response post, address one or more of the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). Suggest ways to tweak, expand, or refine one or more of your peer’s ideas to make a more effective and compelling topic for a letter to the editor of an academic publication. Compare and contrast your brainstormed ideas with those of your peer. Learning Components This activity will help you achieve the following learning components: Identify a biopsychosocial topic for a letter to the editor. Resources Discussion Participation Scoring Guide. DQ2 Course Reflection For this discussion, please reflect on your experiences and learning throughout this course. In your response, consider the following. Be sure to follow the requirements for initial postings found in the Faculty Expectations Message (FEM). What have been the most useful and interesting skills you have obtained, or content you have learned about? How do you envision, or have you already started, applying aspects of your course work in your practice? Finally, comment on one area of the course for which you wish there had been more content or instruction. How do you think this would have contributed to your learning and experience in this course? Response Guidelines In your response post, address the following. Be sure to follow the requirements for response posts found in the Faculty Expectations Message (FEM). How were your course experiences similar or different? How are your plans to apply your learning in this course to your practice similar or different? Learning Components This activity will help you achieve the following learning components: Reflect on growth and learning throughout the course. Resources Discussion Participation Scoring Guide. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit3 Assignment Concept Map Professional Context The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the context of the biopsychosocial model, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between the emotional, personality, cultural, and socioeconomic considerations that impact health. Scenario You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assignment, you will develop a concept map and provide supporting evidence and explanations. You may use any of the following as case studies to provide the context for which you are creating your concept map: Case studies presented in the Unit 2 presentation, Vila Health: Concept Maps as Diagnostic Tools. If you are using the media piece as your basis, you can download the information you entered into a Microsoft Word document. You can use this text to help build your concept map using either the Concept Map Template, linked in the Resources, or in a concept map format of your choosing. Do not just turn in the document you download from the media piece. You must put this information into a concept map format. The case study you developed for your Creating a Disorder-Specific Case Study discussion in Unit 1. A case study from the literature or your practice that is relevant to the list of conditions below. Another relevant case study you have developed previously. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study you are going to use, as you may choose to build upon it for the Unit 6 Change Strategy and Implementation assignment as well. Some example conditions, diseases, and disorders that are relevant to metabolic balance and glucose regulation considerations are: Cancer. Diabetes (type 2). HIV/AIDS. Hyperthyroidism. Hypothyroidism. Metabolic syndrome. Obesity. Polycystic ovary syndrome. Prediabetes. Pregnancy. Instructions For this assignment you will develop a concept map and a short narrative that supports and further explains how the concept map is constructed. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of the bullet points. You may also want to read the Concept Map scoring guide and Guiding Questions: Concept Map to better understand how each grading criterion will be assessed. Part 1: Concept Map Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a patient with a condition that has impaired glucose or metabolic imbalance as related aspects. Part 2: Additional Evidence (Narrative) Justify the value and relevance of the evidence you used as the basis for your concept map. Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Construct concept map and linkage to additional evidence in a way that facilitates a reader’s understanding of key information and links. Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. Submission Requirements Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive. Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old. APA formatting: For the concept map portion of this assignment, format resources and citations according to current APA style. Please include references both in-text and in the reference page that follows your narrative. For the narrative portion of this assignment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assignment. Resources Concept Map Scoring Guide. Vila Health: Concept Maps as Diagnostic Tools | Transcript. APA Style Paper Tutorial [DOCX]. APA Style Paper Template [DOCX]. How to Make a Concept Map. Guiding Questions: Concept Map [DOC]. Concept Map Template [DOCX]. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit 6 Assignment Change Strategy and Implementation Professional Context One area in health care that it is necessary to consider is the environment in which nurses work. It is important that this environment evolves and changes so that all patients are adequately supported. For this assignment, you will develop a change strategy to improve the health care environment. These changes can be rooted in a desire to improve clinical outcomes and data related to assessment accuracy, drug administration, or disease recovery rates. A key skill for master’s-level nurses is to be able to evaluate clinical data and create a change plan to help drive improvements in the data to reach set goals. Scenario Consider a current environment. This could be your current care setting, the care settings presented in the Vila Health scenarios Using Evidence to Drive Improvement or Concept Maps as Diagnostic Tools, or a care setting in which you are interested in working. For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course (Vila Health: Using Evidence to Drive Improvement), a relevant data set that already exists (a data set from the case study you used as a basis for your Unit 3 Concept Map assignment, or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first for approval and guidance.) After you have selected an appropriate data set, use your understanding of the data to create at least one realistic goal (though you may create more) that will be driven by a change strategy appropriate for the environment and goal. Potential topics for this assignment could be: Consider ways to help minimize the rate of secondary infections related to the condition, disease, or disorder that you focused on for your Unit 3 Concept Map assignment. As a starting point you could ask yourself, “What could be changed to facilitate safety and minimize risks of infection?” Consider how to help a patient experiencing traumatic stress or anxiety over hospitalization. As a starting point you could ask yourself, “How could the care environment be changed to enhance coping?” Once you determine the change you would like to make, consider the following: What data will you use to justify the change? How can the team achieve this change with a reasonable cost? What are the effects on the workplace? What other implementation considerations do you need to consider to ensure that the change strategy is successful? How does your change strategy address all aspects of the Quadruple Aim, especially the well-being of health care professionals? Once the change strategy is implemented, how would you evaluate the efficiency and effectiveness of the care system if the desired outcomes are met? Instructions Your assignment submission should include a data table that illustrates the current and desired states of the clinical issue you are attempting to improve through your application of change strategies. Additionally, you will need to explain the rationale for your decisions around your chosen change strategies, as well as how the change strategies will be successfully implemented. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your change strategy addresses all of them. You may also want to read the Change Strategy and Implementation scoring guide and Guiding Questions: Change Strategy and Implementation to better understand how each grading criterion will be assessed. Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes. Propose change strategies that will help to achieve the desired state of one or more clinical outcomes. Justify the specific change strategies used to achieve desired outcomes. Explain how change strategies will lead to quality improvement with regard to safety and equitable care. Explain how change strategies will utilize interprofessional considerations to ensure successful implementation. Communicate the change plan in a way that makes the data and rationale easily understood and compelling. Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. Submission Requirements Length of submission: 3–5 double-spaced, typed pages, not including the title and reference pages. Your plan should be succinct yet substantive. Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your goal setting, proposed change strategies, quality improvement, and interprofessional considerations. Resources should be no more than five years old. APA formatting: Use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. No abstract is required. Resources Change Strategy and Implementation Scoring Guide. APA Style Paper Tutorial [DOCX]. Vila Health: Concept Maps as Diagnostic Tools | Transcript. Vila Health: Using Evidence to Drive Improvement | Transcript. Guiding Questions: Change Strategy and Implementation [DOC]. APA Style Paper Template [DOCX]. MSN6021 – Biopsychosocial Concepts for Advanced Nursing Practice I Unit9 Assignment Quality Improvement Presentation Poster Professional Context As a master’s-level nurse you will be responsible for promoting equitable quality of care. In the biopsychosocial (BPS) model of care, there are a number of areas where you can have an impact on improving the quality, safety, and equitability of care. One example area where equitable quality of care is an issue is with medications, especially considering the cost of various medications to treat the same condition versus the effectiveness and potential side-effects of the medications. A further pharmacological concern for safe and quality care is medication errors. This could include considerations like a patient getting the wrong medication or a dangerous interaction due to other aspects of a patient’s health and treatment situation. An example could be vitamin or herbal supplements the patient has not disclosed as part of the medication reconciliation process. Scenario For this assignment, you may take any number of approaches. Two suggestions are: Build upon the clinical issue that was the focus of your Unit 6 Change Strategy and Implementation assignment, and turn it into a full, organization- or community-wide quality improvement (QI) initiative. Or, identify a new issue related to a BPS clinical issue, or a clinical issue related to one of the conditions, disorders, or diseases from the Review of Evidence for Treating Specific Disorders? discussion in Unit 1. The focus here should be on a community rather than on a specific patient or health care setting. As a master’s-level nurse, your specific focus is on reviewing the implications of the data relevant to the clinical issue you are trying to address. Once you research this, review the aggregate data, and understand the BPS considerations relevant to the clinical issue, you can suggest strategies for improving the quality, equitability, and safety of care around the issue. You should act as an advocate for the value and need to pursue quality improvements to leadership and executives, as well as be able to present potential projects to a wide range of colleagues and community stakeholders. Instructions Create an abstract and a poster for a presentation to executive-level leadership of the organization, to the community, or to your colleagues that will sell them on your quality improvement plan. Abstract Requirements ?Your abstract should be 100–250 words. It should summarize the key information in your poster. Do not put your abstract on the poster itself; submit it as a separate document. Or, if you are using PowerPoint to help create your poster, create a new slide that is clearly labeled as your abstract. Poster Requirements ?Your poster should include the following sections: Quality Improvement Methods. Evidence Supporting QI Methods. Change Strategy Foundation. Interprofessional Team Benefits. Overall Project Benefits. There are templates in PowerPoint or on the Internet that can help you get a start designing your poster. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your presentation addresses all of the bullets below. You may also want to read the Quality Improvement Presentation Poster scoring guide and Guiding Questions: Quality Improvement Presentation Poster to better understand how each grading criterion will be assessed. Propose quality improvement methods to promote continuous improvement related to a specific biopsychosocial consideration. Evaluate specific evidence that supports the quality improvement methods proposed. Explain how the project is grounded in successful change strategies. Analyze the way in which interprofessional teamwork will improve the effectiveness or efficiency of the quality improvement project. Communicate quality improvement considerations to relevant stakeholders in a way that is clear, concise, and compelling for the audience. Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. Submission Requirements Length of submission: Abstract: 100–250 words. Your abstract should be succinct and precise. Poster: Make sure your poster fits entirely onto a single poster template page (or slide) and contains all of the sections described in the assignment instructions. Number of references: Cite a minimum of 5–7 sources of scholarly or professional evidence that support your considerations and plans. Resources should be no more than five years old. APA formatting: Resources and citations are formatted according to current APA style. Resources Quality Improvement Presentation Poster Scoring Guide. Guiding Questions: Quality Improvement Presentation Poster [DOC]. APA Style Paper Tutorial [DOCX]. APA Style Paper Template [DOCX].

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