Module 05 Introduction To Communication

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Instructions

For this, you will be asked to generate posts on social media as it is used by businesses.

Your current employer is interested in using various social media to increase the company/organization’s profile in the area. The company/organization has also recently introduced a new product or service that your boss wants the general public to know about. You have been asked to create the initial contact to the public on both Facebook and Twitter.

1. Select a product or service that is appropriate either for your current job or for the career you intend to have.

2. Create two Facebook posts of up 100 words each announcing the product/service to the company’s Facebook audience and two tweets (limit 140 characters including spaces) for the company’s Twitter audience announcing the new product or service. These should be written as if they will be posted to social media, but should be submitted as a Word document.

3. Keep in mind the conventions of social media. Grammar and spelling are critically important, as is maintaining professionalism while still being fun and welcoming to customers or clients.

4. Write a 2-3 paragraph reflection on how you approached these posts and how writing social media posts for a professional entity like a business differs from your personal use of social media.

 
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Practicum – Week 8 Journal Entry

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Students will:
  • Develop effective documentation skills for group therapy sessions *
  • Develop diagnoses for clients receiving group psychotherapy *
  • Evaluate the efficacy of cognitive behavioral therapy for groups *
  • Analyze legal and ethical implications of counseling clients with psychiatric disorders *

Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.

Then, in your Practicum Journal, address the following:

  • Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
  • Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
  • Using the DSM-5, explain and justify your diagnosis for each client.
  • Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach.
  • Explain any legal and/or ethical implications related to counseling each client.
  • Support your approach with evidence-based literature.gnment 1: Practicum – Week 8 Journal Entry

Learning Objectives

Students will:
  • Develop effective documentation skills for group therapy sessions *
  • Develop diagnoses for clients receiving group psychotherapy *
  • Evaluate the efficacy of cognitive behavioral therapy for groups *
  • Analyze legal and ethical implications of counseling clients with psychiatric disorders *

*The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.

Then, in your Practicum Journal, address the following:

  • Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
  • Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
  • Using the DSM-5, explain and justify your diagnosis for each client.
  • Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach.
  • Explain any legal and/or ethical implications related to counseling each client.
  • Support your approach with evidence-based literature.
 
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Cognitive Behavioral Therapy: Group Settings Versus Family Settings

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As you might recall from Week 5, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.

Learning Objectives

Students will:
  • Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families
  • Analyze challenges of using cognitive behavioral therapy for groups
  • Recommend effective strategies in cognitive behavioral therapy for groups

To prepare:

  • Reflect on your practicum experiences with CBT in group and family settings.

Post an explanation of how the use of CBT in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media

 
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Treatment Of Major Neurocognitive Disorder Due To Traumatic Brain Injury

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Explain the diagnostic criteria for Major Neurocognitive Disorder Due to Traumatic Brain Injury.

Explain the evidenced-based psychotherapy and psychopharmacologic treatment for Major Neurocognitive Disorder Due to Traumatic Brain Injury.

Identify the risks of different types of therapy and explain how the benefits of the therapy that might be achieved might outweigh the risks. Support your rationale with references to the Learning Resources or other academic resource.

Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

· Chapter 21, “Neurocognitive Disorders” (pp. 694–741)

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

· Chapter 63, “Delirium”

· Chapter 64, “Neurocognitive Disorder Due to Alzheimer’s Disease”

· Chapter 65, “Front temporal Neurocognitive Disorder”

· Chapter 66, “Vascular Neurocognitive Disorder”

· Chapter 67, “Neurocognitive Disorder Due to Parkinson’s Disease”

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

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

· “Neurocognitive Disorders”

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

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

Note: All Stahl resources can be accessed through the Walden Library using the link below. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

To access information on specific medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Alzheimer diseaseDeliriumDementiaParkinson’s disease dementia
caprylidene donepezil galantamine memantine rivastigminehaloperidol (adjunct) lorazepam (adjunct)donepezil galantamine memantine rivastigminerivastigmine pimavanserin

Note: For more information on Pimavanserin, see:

Acadia Pharmaceuticals. (2017). Transform the treatment of Parkinson’s disease psychosis with NUPLAZID. Retrieved from https://www.nuplazidhcp.com/?gclid=CIHS5auvwtMCFQkaaQodrU0FGQ

U.S. Food and Drug Administration. (n. d.). Highlights of prescribing information: Nuplazid. Retrieved from https://www.accessdata.fda.gov/drugsatfda_docs/label/2016/207318lbl.pdf

Hopkins, S. A., & Chan, D. (2016). Key emerging issues in frontotemporal dementia. Journal of Neurology, 263(2), 407–413. doi:10.1007/s00415-015-7880-7

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

Walker, Z., Possin, K. L., Boeve, B. F., & Aarsland, D. (2015). Lewy body dementias. The Lancet, 386(10004), 1683-1697.

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

Laureate Education (Producer). (2017a). A gentleman with a neurocognitive disorder [Multimedia file]. Baltimore, MD: Author.

Bolin, P. (2015, December 31). Neurocognitive disorders – CRASH! Medical review series [Video file]. Retrieved from https://www.youtube.com/watch?v=bQXOPITY9XM

Note: The approximate length of this media piece is 57 minutes.

Optional Resources

Kota, L. N., Bharath, S., Purushottam, M., Moily, N. S., Sivakumar, P. T., Varghese, M., . . . Jain, S. (2015). Reduced telomere length in neurodegenerative disorders may suggest shared biology. The Journal of Neuropsychiatry and Clinical Neurosciences, 27(2), e92–e96. doi:10.1176/appi.neuropsych.13100240

Lepkowsky, C. M. (2016). Neurocognitive disorder with Lewy bodies: Evidence-based diagnosis and treatment. Practice Innovations, 1(4), 234–242. doi:10.1037/pri0000031

Oltra-Cucarella, J., Pérez-Elvira, R., Espert, R., & Sohn McCormick, A. (2016). Are cognitive interventions effective in Alzheimer’s disease? A controlled meta-analysis of the effects of bias. Neuropsychology, 30(5), 631–652. doi:10.1037/neu0000283

 
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Policy Issue

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Analyze U.S. healthcare policy structures and the role of the nursing leader as a change agent at the public policy table.

Directions

You will decide on a policy issue that needs to be addressed. You may choose a policy issue that interests you. Below are suggested topics for proposed policy change, however if you wish to address another topic please contact your instructor for approval:

  • Treatment of veterans after deployment and post-traumatic stress disorder (PTSD).
  • Cost of end of life care.
  • Costs of drugs in the United States as compared to other countries.
  • Quarantine of health care workers that have been exposed to communicable diseases.
  • Medical care for illegal immigrants.
  • Right to die with euthanasia methods.
  • Disclosure of medical records of pilots and other safety sensitive professionals and HIPAA violations.
  • Restrictions of roles of nurse practitioners and advanced practice nurses in certain states.
  • Health care reform.
  • Requirements of meaningful use to meet core measures.
  • ICD-10 issues.
  • Entry into practice issues.
  • Mandatory vaccination of children.
  • Allowing nurses educated in other countries to practice in the United States.
  • Faculty shortages in U.S. nursing education programs.

You will write a letter using professional business format to one of your Federal legislators outlining what the issue is and why it is important. The letter will address:

  • The current policy structure.
  • The need for the change.
  • The suggested change.
  • Cost implications if the change is implemented.
  • The role the nurse as a change agent will take at the policy table. 

Assignment Requirements

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
  • utilize spelling and grammar check to minimize errors.

 Your writing Assignment should:

  • follow the conventions of Standard English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA formatting and citation style. 
 
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Demographic And Epidemiological Assessment

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Purpose

This week’s graded topics relate to the following Course Outcome (CO).

  • CO 2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

Discussion

For this discussion, you will collect assessment data about your city or county. This post will include information about demographics (general characteristics). You will then find epidemiological data (disease or health behavior rates) about one priority health problem in your community.

  1. Demographic data: Go online to the U.S. Census Bureau at https://www.census.gov/quickfacts/ (Links to an external site.). Obtain a range information about the demographic characteristics of the population for your city or county of residence. You may have to look at county data if your city is not listed. Discuss demographic data about age, ethnicity, poverty levels, housing, and education.
  2. Epidemiological data: Go to your city or county health department website (search the Internet) or County Health Rankings (http://www.countyhealthrankings.org/ (Links to an external site.)), and report epidemiological data about one priority health problem in your area. Examples include diabetes, heart disease, addiction, obesity, teen pregnancy, and more. Be sure that you accurately report how each statistic is measured. In the County Health Rankings site, you can hover over the category, and it will explain how it is measured.
  3. How do the demographic characteristics of your community influence the health problem you chose?

County Health Rankings and Roadmaps. (2018). Explore rankings. Retrieved from http://www.countyhealthrankings.org/

U.S. Census Bureau. (2018). State and county QuickFacts. Retrieved from https://www.census.gov/quickfacts/ (Links to an e

 
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Research A Healthcare Organization

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Demonstrate a sound foundational knowledge and understanding of the  principles and practice in healthcare regarding administration,  management, law, economics and policy.  

Research a real-life healthcare organization. Drawing upon your learning in  previous courses, you will be asked to analyze various facets and  provide a detailed picture of the organization. The Capstone will  consist of three sections. Each section is to be 1,600–2,000 words. Each section should have at least four references so there is a total of 12  references for the final Capstone Project submission in Unit 9.

Section 1 – Submitted in Unit 2

Proposal and introduction of project

  • Select hospital
  • Write introduction
  • State selected organization
  • State rationale behind the selection of the organization

Analysis of the organization

  • Describe the organization’s structure: 
    • Facility physical settings
    • Patient or client base
    • Level of clinical activity and research
    • Describe the mission, vision, and goals of the organization and how the organization supports these items
    • Community and global impact

Compose your sections using Standard American English as described in the APA guidelines

 
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The Future of Healthcare Informatics

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Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

  1. Identify the current role of the informatics nurse and predict the future role of the informatics nurse, based on scholarly sources.
  2. Explain what is meant by connected health. Provide three examples of connected health in today’s healthcare environment. Explain the benefits and drawbacks of each.
  3. In what ways has informatics impacted public health – please provide at least three examples.

Assignment Expectations:

Length: 500 words per essay prompt/section (1500 total for this assignment)

Structure: Include a title page and reference page in APA style. These do not count towards the minimal word amount for this assignment. All APA Papers should include an introduction and conclusion. 

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level.

Format: Save your assignment as a Microsoft Word document (.doc or .docx) or a PDF document (.pdf)

 
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Policy Analysis/ Guideline

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Policy Analysis Paper Guidelines

Purpose: To investigate & integrate knowledge of advanced nursing practice, scholarly inquiry, & leadership by examining a policy at the level of clinical practice, health care systems, or public/social health policy. 

Students are to submit a paper between 8-10 pages long excluding title page and reference pages. 

Paper must be completed in APA format and contain current scholarly sources dated from 2012 until current. In order to avoid plagiarism citations are required in each sentence that is not the student’s idea. 

Paper must be organized according to the guidelines below and should include all the identified sections as required. A sample paper is attached as guide for this assignment.

The following may be selected as topics for this paper:

-Abortion clinic access

-Planned Parenthood funding

-Correctional health

-LGBTQ health

-Tobacco regulation 

-Veterans health

-Medicaid

-Medicare

-Prescription drugs

-Managed health care

-Clean Air act

-Clean Water act

-NIH reauthorization

-Head Start

-Healthcare reform 

 
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Using Technology in the Healthcare Industry /Discussion post

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Rubric Detail

A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric’s layout.

Content

Name: 12 Week Hybrid Discussion Rubric

 ExcellentSatisfactoryNeeds Improvement
Initial Post: Content/ComprehensionPoints: 5 (28.57142%) Points Range: 4 (22.85714%) – 5 (28.57142%) Post demonstrates depth of understanding of course content; Addresses discussion prompt completely; offers clear point of view and detail. Feedback:Points: Points Range: 2 (11.42857%) – 3 (17.14285%) Post demonstrates adequate depth of understanding, but does not address all of discussion prompt; point of view is somewhat unclear and detail is limited. Feedback:Points: Points Range: 0 (0.00%) – 1 (5.71428%) Post does not demonstrate depth of understanding of course content; Discussion prompt is minimally addressed; Point of view is unclear and detail is under-developed. Feedback:
Initial Post: TimelinessPoints: 2 (11.42857%) Points Range: 2 (11.42857%) – 2 (11.42857%) Submits initial post by deadline. Feedback:Points: Points Range: 1 (5.71428%) – 1 (5.71428%) Submits initial post one to three days late. Feedback:Points: Points Range: 0 (0.00%) – 0 (0.00%) Submits initial post after three days. Feedback:
Initial Post: Spelling/Grammar/MechanicsPoints: 2 (11.42857%) Points Range: 2 (11.42857%) – 2 (11.42857%) Post has 0-1 spelling or grammatical errors; Properly cites work in APA format where required. Feedback:Points: Points Range: 1 (5.71428%) – 1 (5.71428%) Post has 2-3 spelling or grammatical errors; Cites work in APA format where required with few errors. Feedback:Points: Points Range: 0 (0.00%) – 0 (0.00%) Posts have 4 or more spelling or grammatical errors; Does not cite work where required. Feedback:
Peer Responses: Engagement/Classroom InteractionPoints: 4.25 (24.28571%) Points Range: 4 (22.85714%) – 4.5 (25.71428%) Submits required number of response posts; Responses extend the discussion by making connections, relating to others’ ideas and adding supporting detail. Feedback:Points: Points Range: 2 (11.42857%) – 3 (17.14285%) Submits required number of response posts; Some connections are made with relevant explanation and detail. Feedback:Points: Points Range: 0 (0.00%) – 1 (5.71428%) Responses are not submitted; Responses are generic, limited, do not extend the discussion or add detail. Feedback:
Peer Responses: TimelinessPoints: 2 (11.42857%) Points Range: 2 (11.42857%) – 2 (11.42857%) Submits peer response posts by deadline. Feedback:Points: Points Range: 0 (0.00%) – 0 (0.00%) Feedback:Points: Points Range: 0 (0.00%) – 0 (0.00%) Submits peer response posts late. Feedback:
Peer Responses: Spelling/Grammar/MechanicsPoints: 2 (11.42857%) Points Range: 2 (11.42857%) – 2 (11.42857%) Posts have 0-1 spelling or grammatical errors; Properly cites work in APA format where required. Feedback:Points: Points Range: 1 (5.71428%) – 1 (5.71428%) Posts have 2-3 spelling or grammatical errors; Cites work in APA format where required with few errors. Feedback:Points: Points Range: 0 (0.00%) – 0 (0.00%) Posts have 4 or more spelling or grammatical errors; Does not cite work where required. Feedback:

Show Descriptions Show Feedback

Initial Post: Content/Comprehension–

Levels of Achievement: Excellent 4 (22.85714%) – 5 (28.57142%) Post demonstrates depth of understanding of course content; Addresses discussion prompt completely; offers clear point of view and detail. Satisfactory 2 (11.42857%) – 3 (17.14285%) Post demonstrates adequate depth of understanding, but does not address all of discussion prompt; point of view is somewhat unclear and detail is limited. Needs Improvement 0 (0.00%) – 1 (5.71428%) Post does not demonstrate depth of understanding of course content; Discussion prompt is minimally addressed; Point of view is unclear and detail is under-developed. Feedback:

Initial Post: Timeliness–

Levels of Achievement: Excellent 2 (11.42857%) – 2 (11.42857%) Submits initial post by deadline. Satisfactory 1 (5.71428%) – 1 (5.71428%) Submits initial post one to three days late. Needs Improvement 0 (0.00%) – 0 (0.00%) Submits initial post after three days. Feedback:

Initial Post: Spelling/Grammar/Mechanics–

Levels of Achievement: Excellent 2 (11.42857%) – 2 (11.42857%) Post has 0-1 spelling or grammatical errors; Properly cites work in APA format where required. Satisfactory 1 (5.71428%) – 1 (5.71428%) Post has 2-3 spelling or grammatical errors; Cites work in APA format where required with few errors. Needs Improvement 0 (0.00%) – 0 (0.00%) Posts have 4 or more spelling or grammatical errors; Does not cite work where required. Feedback:

Peer Responses: Engagement/Classroom Interaction–

Levels of Achievement: Excellent 4 (22.85714%) – 4.5 (25.71428%) Submits required number of response posts; Responses extend the discussion by making connections, relating to others’ ideas and adding supporting detail. Satisfactory 2 (11.42857%) – 3 (17.14285%) Submits required number of response posts; Some connections are made with relevant explanation and detail. Needs Improvement 0 (0.00%) – 1 (5.71428%) Responses are not submitted; Responses are generic, limited, do not extend the discussion or add detail. Feedback:

Peer Responses: Timeliness–

Levels of Achievement: Excellent 2 (11.42857%) – 2 (11.42857%) Submits peer response posts by deadline. Satisfactory 0 (0.00%) – 0 (0.00%)   Needs Improvement 0 (0.00%) – 0 (0.00%) Submits peer response posts late. Feedback:

Peer Responses: Spelling/Grammar/Mechanics–

Levels of Achievement: Excellent 2 (11.42857%) – 2 (11.42857%) Posts have 0-1 spelling or grammatical errors; Properly cites work in APA format where required. Satisfactory 1 (5.71428%) – 1 (5.71428%) Posts have 2-3 spelling or grammatical errors; Cites work in APA format where required with few errors. Needs Improvement 0 (0.00%) – 0 (0.00%) Posts have 4 or more spelling or grammatical errors; Does not cite work where required. Feedback: Raw Total: 17.25 (of 17.5)

Feedback to Learner

Name:12 Week Hybrid Discussion Rubric

 
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