Nursing

Discussion: Therapeutic theory
Discussion: Therapeutic theory
Permalink:
Discussion: Therapeutic theory
Assignment 4: Practicum – Week 10 Journal Entry
Reflect on your overall practicum experience in this course. Then, address the following in your Practicum Journal.
: Explain whether your therapeutic theory has changed as a result of your
practicum experiences. Recall the theories you selected in Week 1 which is
(Cognitive Behavioral Theory & Rational Emotive Behavioral Theory)
: Explain how you integrated the therapeutic approaches from this course in your
clinical practice. Include how this helped you achieve the goals and objectives
you developed in Week 1 ( For this assignment, just make up any goals)
: Explain how you might impact social change through your work with clients who
have mental health issues.
: Support your approach with evidence-based literature.
NOTE: PLEASE SEE AND PAY ATTENTION TO THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION IN MENTAL HEALTH NURSING AND INCLUDE REFERENCES
Learning Resources
Required Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
Chapter 17, “Psychotherapy With Children” (pp. 597–624)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9(2), 4–8. doi:10.1037/h0100991
Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256. PMID:14566959
McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453–464. doi:10.1037/ccp0000081
Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93–103. doi:10.1037/a0030930

Assignment on Research and Critique
Assignment on Research and Critique
Permalink:
Assignment: Research and Critique of a Qualitative Study
Locate a peer-reviewed qualitative research study on the topic you chose in Week One for your Final Research Proposal. You may choose to use a qualitative study that was included in the literature review you used in the Week One assignment by searching the reference list for qualitative research studies on the topic. It is also acceptable to utilize a qualitative research study on your topic that was not included in your literature review.
Once you have located an appropriate qualitative study, identify the specific qualitative research design used. Summarize the main points of the study including information on the research question, sampling strategy, research design, data analysis method(s), findings, and conclusion(s). Evaluate the published qualitative research study focusing on and identifying the researcher’s paradigm or worldview and any evidence of reflexivity described in the report. Explain whether or not potential biases were adequately addressed by the researchers. Describe how the researchers applied ethical principles in the research study.
The Research and Critique a Qualitative Study
Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least one peer-reviewed source.
Must document all sources in APA style.
Must include a separate references page that is formatted according to APA style.

Assignment: Research Reaction Paper
Assignment: Research Reaction Paper
Permalink:
Assignment: Research Reaction Paper
Provide a summary of the article. Be sure to include:
A brief overview of the background information (introduction/lit review)
The variables and relationships between them being examined
The characteristics of the participants
The method and measures used to collect data (does not apply to meta-analyses)
The results (it’s ok if you don’t fully understand what’s going on, just tell me in general what they found; no need to use statistics)
The implications of the study (why is it important, how is it useful, etc.)
Write down your thoughts and reactions to the article.
How interesting was the topic?
How well did the authors explain what they did and what they found?
Were there any weaknesses in the article?
How can you personally use the information in the article?
Each section (the summary and reactions) should be about a page or two; your paper should be around 2-4 pages overall (I don’t care if it’s more or fewer pages so long as you adequately cover everything). Provide enough detail in the summary that tells me you understood the article, but not so much that you’re going over every little thing. In your reactions, provide responses that tell me you thought critically about the article and its message.
The assigned articles are more related to the “O” side of I-O psychology. The “I” side is comprised of the topics we cover in class; in fact, “industrial psychology” and “personnel psychology” mean basically the same thing. Hopefully in taking INP 4203 you’re getting a good idea of what goes on in the I side. The O side looks less at individual differences and more at how organizations influence the people working in them.
I’m very interested in the “I” side but generally less interested in the “O” side of the field. However, many of my colleagues are more interested in the “O” than “I” side, and I can recognize that there is a lot of useful information in the “O” side. As such, I’m using the extra credit assignment to give you (those who do it) some exposure to the “O” side, which some of you may find more interesting or relevant.
Additional instructions:
Your paper should be in APA format to the best of your ability. I won’t really be grading it based on correct formatting, but you should get used to this kind of formal writing format

Discussion: CHILDWOOD OBESITY
Discussion: CHILDWOOD OBESITY
Permalink:
Discussion: CHILDWOOD OBESITY
Identify a specific evidence-based practice proposal topic for the capstone project. Consider the clinical environment in which you are currently working or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. Examples of the integration of community health, leadership, and an EBP can be found on the “Educational and Community-Based Programs” page of the website.
Write a 750 word description of your proposed capstone project topic. Make sure to include the following:
The problem, issue, suggestion, initiative, or educational need that will be the focus of the project
The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.
A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.
Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.
Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.
A proposed solution to the identified project topic
What is obesity? Obesity is defined as abnormal or excessive fat accumulation that may impair health. In infants and children under 5 years of age obesity is assessed according to the WHO “Child growth standards” (weight-for-length, weight-for-height) and the WHO Reference for 5-19 years (body mass index-for-age).

Assignment: Family Genogram Project
Assignment: Family Genogram Project
Assignment: Family Genogram Project
Permalink:
Family Genogram Project Instructions
Building Your Family Genogram
Part I (GenoPro Genogram Software)
A genogram (pronounced: jen-uh-gram) is “a pictorial representation of family relationships across several generations. It is a convenient organizing device to help you identify family patterns or develop hypotheses about family functioning” (GenoPro.com). The genogram resembles a family tree; however, it includes additional relationships among individuals. This instrument facilitates the practitioner and his client’s identification an understanding of patterns in family history. The genogram also does a better job than a pedigree chart in mapping out relationships and traits.
Even though there are a plethora of books and websites on the subject of genograms, it is worth noting that Monica McGoldrick and Randy Gerson are responsible for its initial development and popularity in clinical settings. The structure of a genogram is by and large determined by the imagination and creativity of its author. Some of the most common features on a genogram are information related to the number of families, children in a given family, and the birth order of the family members—including the number of births and deaths.
Index Person: In constructing the genogram, identify yourself as the “index person” and complete the genogram on your family.
Focus: The focus of this genogram will be on family strengths and resilience, family patterns, rules or ways of being, and the overall health of the family. Of course, you should also address any issues and concerns that may be discovered; however, do not make the genogram problem-focused, even though this is typically how it is used in counseling.
Construction: You will submit your genogram through the assignment manager via GenoPro, found by clicking the “assignments” button. This submission will come in as a GenoPro document. You will also need to attach your narrative on an MS Word document. Make sure to include the following items:
· Two preceding generations—that is, the genogram must include the index person, his/her parents, and his/her grandparents (three generations, in all). It would also be imperative that, in the event of the index person being involved in a marital or significant relationship, mention must be made of the significant other involved, including their immediate family such as their parents, siblings, and children. In the case where the index person is either a parent or a grand-parent, his/her children must be included in the genogram.
· Use the symbols as illustrated within the GenoPro software to indicate the nature of many of the relationships among family members. Be sure to indicate yourself as the index person by drawing a double circle or double square around yourself. Do not for
Assignment: Family Genogram Project
get to include the current date on your genogram.
· Use the relationship lines to indicate significant relationships within the family system. Do not use the “normal” line provided by GenoPro. This only crowds the graphic and makes it difficult to read.
· Include a legend at the bottom right corner of the genogram document. The legend must only include items represented on the genogram.
· In order to make it easy to understand, ensure that there are notes on the genogram graphic regarding people, family events, etc., in their appropriate places (for example, on the side of a relevant person or generation). Even though this is not required for the successful completion of the assignment, it may be helpful to interview other family members about important areas of their family history. It would also be a good idea to include labels (a word or two will do) about each family member’s strengths—especially those that are either known by the index person or have a relevant connection to them.
· GenoPro gives you the freedom you need to manipulate your genogram to allow enhanced viewing on a computer system. You can shorten or lengthen lines, move entire family units around to maximize space, and more. Your objective is to work with the graph to create a genogram that is easy to view and can be understood at a glance.
Analysis: Once you have completed your genogram, you will need to interpret your family map. Analyze the genogram and who you are in the context of the family based on race/ethnicity, culture, class, gender, spiritual tradition, family life cycle, etc.
Assignment: Family Genogram Project
Part II (Microsoft Word document)
Written Narrative: After analyzing your genogram graphic following the guidelines above, state your interpretation of yourself in clear terms. Do this by writing a paper that describes the contributions that religion, gender, race, culture, etc., and your own unique family history have made to your personal identity. Do not forget to demonstrate your understanding of key concepts learned in this course. Apart from the quality of your written work, you will also be graded on your ability to widely, deeply, and accurately analyze and utilize theoretical concepts in describing your family’s interactional process.
Rest assured that this paper will be kept confidential. Be reminded that you are solely responsible for any information you choose to disclose in this project. Also note that you are under no obligation to reveal any information that you choose not to reveal.
The following outline must be used for your paper, using current APA format:
I. Briefly introduce your family. Discuss the sociopolitical, cultural, economic, spiritual, etc. issues in your family. Do not spend a lot of time describing demographic details that can be observed on the genogram.
· You can use first person in this narrative.
· You will not need an abstract; however, you will need a cover page. A reference page must be provided if you use citations.
II. Using the data gathered and the analyses you have made based upon your genogram and other resources, address the following questions:
A. What do you understand about yourself within the context of this multigenerational family?
B. How do the cultural, historical, and personal characteristic aspects of the information impact your understanding of the self?
C. If at all, what are the family lifecycle-related issues in the past or present that have influenced your family and/or interface with question D?
D. What intergenerational dynamics, patterns and/or themes that you have identified influence you (or others) in your current family? Jump to the last section of the present document, “Interpreting Genograms” and then draw a conclusion about your analysis.
E. What areas do you need to work on in order to become a better spouse, parent, counselor, and godly person?
Assignment: Family Genogram Project
Conclude this part of the assignment with personal reflections on the development of this project. Were there any issues that came to light? What did you learn?
This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 6.
How to Build a Genogram
(Many of the symbols and definitions are adopted from GenoPro.com)
Although there is general agreement on the basic genogram structure and symbols, there are some variations from one author to another and some in the GenoPro software program on how to depict certain family situations, such as cutoffs, adoptions etc. (Bowen, 1980; Kramer, 1985; McGoldrick, Gerson, & Shellenberger, 1999). The following are the common to genogram construction. The male is represented by a square and the female by a circle. You may also use a diamond for a pet and the question mark for unknown gender.
Deaths are typically represented by putting an “X” through the symbol. (If you ever do a genogram with a client, ask the client how he/she would like to represent the death since putting an “X” through the symbol without their permission could be traumatizing.)
For one to be called a parent, they would have to have at least 1 of the 3 types of children: biological/natural, foster, or adopted. On the genogram, a triangle is the standard diagrammatic representation of a pregnancy, a miscarriage, or an abortion. While an abortion is represented with a horizontal line on top of the triangle, a diagonal cross in the same position indicates the death of a baby through a miscarriage. As for a still birth, it is displayed the same as its gender, though the gender symbol is two times smaller, while the diagonal cross remains the same size.
The reason is obvious as to why the children on a genogram are placed below the family line, starting from the oldest to the youngest, and from the left hand to right. Take note that these are vitally important rules to remember down the road, as the family system becomes labyrinthine. The GenoPro software, however, does allow variations in this area.
Birth, marriage, divorce, and death dates may be indicated by the initial and year (i.e., b. 89). The ages of the individuals are put in as numbers in the markers. Alcoholism (or other relevant issues) is frequently indicated by filling in the bottom part of the individual’s marker.
Genogram symbols for child links and special birth
The child links are joined together for multiple births, such as twins, triplets, etc. Identical twins (or triplets, etc.) are displayed with a horizontal line between the siblings. In the example below, the mother had two fraternal twin brothers, two identical twin sisters and triplets, one of which died at birth.
Child links are joined for multiple births such as twins and triplets
There are 4 general rules to keep in mind:
1. The female is always at the right of the family and the male is always at the left.
2. Where there is ambiguity, it is recommended to assume a male-female relationship instead of a same sex relationship.
3. It is assumed that a spouse must always be closer to his/her first partner than to subsequent partners (if any).
4. The youngest child is always at the right of the family and the oldest child is always at the left.
Family Relationships
The next genogram component is the family relationship to describe the union of 2 individuals, typically through marriage. Other family relationships are divorce, separation, cohabitation, engagement, etc. Each completed genogram needs a legend to describe the various symbols. This legend should include the emotional relationship and family relationship lines indicated on your genogram.
GenoPro uses this type of indicator for emotional and relationship lines. When there may be a discrepancy between this document and GenoPro, use GenoPro.
Legend of family relationships
Each type of family relationship is described in the table below:
This family relationship represents a married couple. There is no special symbol to distinguish a civil marriage and/or a religious marriage.
This is the generic symbol to describe a married couple no longer living together. A separation is displayed by a single oblique bar.
The married couple is separated and started legal procedure for an eventual divorce. If you know a couple is separated but you are not sure about the legal procedure, it is recommended to use the separation in fact symbol.
The married couple has divorced. No comments.
The marriage was annulled. This is a rare case, but it must be included.
One of the spouses died while married. Use this symbol only when the surviving spouse re-married. Otherwise, everyone in your ancestry will be widowed.
The two individuals are in the process of getting married.
Same as above except the individuals are living together before getting married.
There is a legal paper trail about the cohabitation. The two individuals have written contract about the cohabitation status, involving benefits such as parental responsibility, common ownership, and inheritance.
The two individuals no longer live together and are in the process of terminating their cohabitation contract.
The cohabitation contract has been terminated.
One of the partners is deceased. This situation is similar to widowed; the difference is the two individuals had a cohabitation contract rather than a marriage contract. Again, use this symbol if the surviving partner has had other partners, or every legal cohabitation will end by either a separation or a death.
Although there is no legal definition of cohabitation, it generally means to live together as a couple without being married. Use this relationship to define the generic common law spouse. There is no such thing as illegal cohabitation.
The generic symbol of two individuals no longer living together.
The two individuals lived together until one of the partner died. Same as legal cohabitation and decease, but no cohabitation agreement had been written.
A relationship where two individuals live together, but there is no affection towards another.
The action of seeing someone or dating. Be aware the terms boyfriend and girlfriend are often used for cohabitation, but not exclusively.
The two individuals are no longer dating. This could be called ex-boyfriend or ex-girlfriend. Be aware, the term ex-boyfriend and ex-girlfriend may also be used for cohabitation and separation, but not exclusively.
This is the polite term for having a mistress or a one night stand. Select this relation if children are the product of such a relationship.
One individual is abusing or has abused the other individual, including date-rape, drug-rape, and wife-rape. This type of relationship is mostly used in therapy or when a child was the product of such relationship.
A relationship not specified in the list above or is unknown to the creator of the genogram. Use this symbol to highlight an unusual type of relationship.
A blank value is used to describe an unspecified relationship when creating a new family. This is the symbol used to indicate that the user has not yet specified the type of relationship.
Assignment: Family Genogram Project
A family always has two parents. Use the appropriate family relationship symbol to describe the status of the family. For instance, a single parent family (single mother or single father) is still a family of two individuals, but one individual left. If a new partner or spouse is replacing one parent, create a new family to describe the relationship of the new couple.
Emotional Relationships
Because quantum mechanics is physics that describes the interactions of very small objects (i.e. molecules, atoms, and electrons), this week you will need to know how to multiply very small numbers. Remember that scientific notation writes very small or large number in terms of powers of 10. For example, .0008 can be written in scientific notation as 8 x 10-4 or as 8E-4. The power of 10 (-4 in this case) tells you to take the number 8.0 and move the decimal 4 places to the left giving us .0008.
Assignment: Family Genogram Project Instructions
Building Your Family Genogram
Part I (GenoPro Genogram Software)
A genogram (pronounced: jen-uh-gram) is “a pictorial representation of family relationships across several generations. It is a convenient organizing device to help you identify family patterns or develop hypotheses about family functioning” (GenoPro.com). The genogram resembles a family tree; however, it includes additional relationships among individuals. This instrument facilitates the practitioner and his client’s identification an understanding of patterns in family history. The genogram also does a better job than a pedigree chart in mapping out relationships and traits.
Even though there are a plethora of books and websites on the subject of genograms, it is worth noting that Monica McGoldrick and Randy Gerson are responsible for its initial development and popularity in clinical settings. The structure of a genogram is by and large determined by the imagination and creativity of its author. Some of the most common features on a genogram are information related to the number of families, children in a given family, and the birth order of the family members—including the number of births and deaths.
Index Person: In constructing the genogram, identify yourself as the “index person” and complete the genogram on your family.
Focus: The focus of this genogram will be on family strengths and resilience, family patterns, rules or ways of being, and the overall health of the family. Of course, you should also address any issues and concerns that may be discovered; however, do not make the genogram problem-focused, even though this is typically how it is used in counseling.
Construction: You will submit your genogram through the assignment manager via GenoPro, found by clicking the “assignments” button. This submission will come in as a GenoPro document. You will also need to attach your narrative on an MS Word document. Make sure to include the following items:
· Two preceding generations—that is, the genogram must include the index person, his/her parents, and his/her grandparents (three generations, in all). It would also be imperative that, in the event of the index person being involved in a marital or significant relationship, mention must be made of the significant other involved, including their immediate family such as their parents, siblings, and children. In the case where the index person is either a parent or a grand-parent, his/her children must be included in the genogram.
· Use the symbols as illustrated within the GenoPro software to indicate the nature of many of the relationships among family members. Be sure to indicate yourself as the index person by drawing a double circle or double square around yourself. Do not forget to include the current date on your genogram.
· Use the relationship lines to indicate significant relationships within the family system. Do not use the “normal” line provided by GenoPro. This only crowds the graphic and makes it difficult to read.
· Include a legend at the bottom right corner of the genogram document. The legend must only include items represented on the genogram.
Assignment: Family Genogram Project
· In order to make it easy to understand, ensure that there are notes on the genogram graphic regarding people, family events, etc., in their appropriate places (for example, on the side of a relevant person or generation). Even though this is not required for the successful completion of the assignment, it may be helpful to interview other family members about important areas of their family history. It would also be a good idea to include labels (a word or two will do) about each family member’s strengths—especially those that are either known by the index person or have a relevant connection to them.
· GenoPro gives you the freedom you need to manipulate your genogram to allow enhanced viewing on a computer system. You can shorten or lengthen lines, move entire family units around to maximize space, and more. Your objective is to work with the graph to create a genogram that is easy to view and can be understood at a glance.
Analysis: Once you have completed your genogram, you will need to interpret your family map. Analyze the genogram and who you are in the context of the family based on race/ethnicity, culture, class, gender, spiritual tradition, family life cycle, etc.
Part II (Microsoft Word document)
Written Narrative: After analyzing your genogram graphic following the guidelines above, state your interpretation of yourself in clear terms. Do this by writing a paper that describes the contributions that religion, gender, race, culture, etc., and your own unique family history have made to your personal identity. Do not forget to demonstrate your understanding of key concepts learned in this course. Apart from the quality of your written work, you will also be graded on your ability to widely, deeply, and accurately analyze and utilize theoretical concepts in describing your family’s interactional process.
Rest assured that this paper will be kept confidential. Be reminded that you are solely responsible for any information you choose to disclose in this project. Also note that you are under no obligation to reveal any information that you choose not to reveal.
The following outline must be used for your paper, using current APA format:
I. Briefly introduce your family. Discuss the sociopolitical, cultural, economic, spiritual, etc. issues in your family. Do not spend a lot of time describing demographic details that can be observed on the genogram.
· You can use first person in this narrative.
· You will not need an abstract; however, you will need a cover page. A reference page must be provided if you use citations.
II. Using the data gathered and the analyses you have made based upon your genogram and other resources, address the following questions:
A. What do you understand about yourself within the context of this multigenerational family?
B. How do the cultural, historical, and personal characteristic aspects of the information impact your understanding of the self?
C. If at all, what are the family lifecycle-related issues in the past or present that have influenced your family and/or interface with question D?
D. What intergenerational dynamics, patterns and/or themes that you have identified influence you (or others) in your current family? Jump to the last section of the present document, “Interpreting Genograms” and then draw a conclusion about your analysis.
E. What areas do you need to work on in order to become a better spouse, parent, counselor, and godly person?
Conclude this part of the assignment with personal reflections on the development of this project. Were there any issues that came to light? What did you learn?
Assignment: Family Genogram Project
This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 6.
How to Build a Genogram
(Many of the symbols and definitions are adopted from GenoPro.com)
Although there is general agreement on the basic genogram structure and symbols, there are some variations from one author to another and some in the GenoPro software program on how to depict certain family situations, such as cutoffs, adoptions etc. (Bowen, 1980; Kramer, 1985; McGoldrick, Gerson, & Shellenberger, 1999). The following are the common to genogram construction. The male is represented by a square and the female by a circle. You may also use a diamond for a pet and the question mark for unknown gender.
Deaths are typically represented by putting an “X” through the symbol. (If you ever do a genogram with a client, ask the client how he/she would like to represent the death since putting an “X” through the symbol without their permission could be traumatizing.)
For one to be called a parent, they would have to have at least 1 of the 3 types of children: biological/natural, foster, or adopted. On the genogram, a triangle is the standard diagrammatic representation of a pregnancy, a miscarriage, or an abortion. While an abortion is represented with a horizontal line on top of the triangle, a diagonal cross in the same position indicates the death of a baby through a miscarriage. As for a still birth, it is displayed the same as its gender, though the gender symbol is two times smaller, while the diagonal cross remains the same size.
The reason is obvious as to why the children on a genogram are placed below the family line, starting from the oldest to the youngest, and from the left hand to right. Take note that these are vitally important rules to remember down the road, as the family system becomes labyrinthine. The GenoPro software, however, does allow variations in this area.
Birth, marriage, divorce, and death dates may be indicated by the initial and year (i.e., b. 89). The ages of the individuals are put in as numbers in the markers. Alcoholism (or other relevant issues) is frequently indicated by filling in the bottom part of the individual’s marker.
Genogram symbols for child links and special birth
The child links are joined together for multiple births, such as twins, triplets, etc. Identical twins (or triplets, etc.) are displayed with a horizontal line between the siblings. In the example below, the mother had two fraternal twin brothers, two identical twin sisters and triplets, one of which died at birth.
Child links are joined for multiple births such as twins and triplets
Assignment: Family Genogram Project
There are 4 general rules to keep in mind:
1. The female is always at the right of the family and the male is always at the left.
2. Where there is ambiguity, it is recommended to assume a male-female relationship instead of a same sex relationship.
3. It is assumed that a spouse must always be closer to his/her first partner than to subsequent partners (if any).
4. The youngest child is always at the right of the family and the oldest child is always at the left.
Family Relationships
The next genogram component is the family relationship to describe the union of 2 individuals, typically through marriage. Other family relationships are divorce, separation, cohabitation, engagement, etc. Each completed genogram needs a legend to describe the various symbols. This legend should include the emotional relationship and family relationship lines indicated on your genogram.
GenoPro uses this type of indicator for emotional and relationship lines. When there may be a discrepancy between this document and GenoPro, use GenoPro.
Legend of family relationships
Each type of family relationship is described in the table below:
This family relationship represents a married couple. There is no special symbol to distinguish a civil marriage and/or a religious marriage.
This is the generic symbol to describe a married couple no longer living together. A separation is displayed by a single oblique bar.
The married couple is separated and started legal procedure for an eventual divorce. If you know a couple is separated but you are not sure about the legal procedure, it is recommended to use the separation in fact symbol.
The married couple has divorced. No comments.
The marriage was annulled. This is a rare case, but it must be included.
One of the spouses died while married. Use this symbol only when the surviving spouse re-married. Otherwise, everyone in your ancestry will be widowed.
The two individuals are in the process of getting married.
Same as above except the individuals are living together before getting married.
There is a legal paper trail about the cohabitation. The two individuals have written contract about the cohabitation status, involving benefits such as parental responsibility, common ownership, and inheritance.
The two individuals no longer live together and are in the process of terminating their cohabitation contract.
The cohabitation contract has been terminated.
One of the partners is deceased. This situation is similar to widowed; the difference is the two individuals had a cohabitation contract rather than a marriage contract. Again, use this symbol if the surviving partner has had other partners, or every legal cohabitation will end by either a separation or a death.
Although there is no legal definition of cohabitation, it generally means to live together as a couple without being married. Use this relationship to define the generic common law spouse. There is no such thing as illegal cohabitation.
The generic symbol of two individuals no longer living together.
The two individuals lived together until one of the partner died. Same as legal cohabitation and decease, but no cohabitation agreement had been written.
A relationship where two individuals live together, but there is no affection towards another.
The action of seeing someone or dating. Be aware the terms boyfriend and girlfriend are often used for cohabitation, but not exclusively.
The two individuals are no longer dating. This could be called ex-boyfriend or ex-girlfriend. Be aware, the term ex-boyfriend and ex-girlfriend may also be used for cohabitation and separation, but not exclusively.
This is the polite term for having a mistress or a one night stand. Select this relation if children are the product of such a relationship.
One individual is abusing or has abused the other individual, including date-rape, drug-rape, and wife-rape. This type of relationship is mostly used in therapy or when a child was the product of such relationship.
A relationship not specified in the list above or is unknown to the creator of the genogram. Use this symbol to highlight an unusual type of relationship.
A blank value is used to describe an unspecified relationship when creating a new family. This is the symbol used to indicate that the user has not yet specified the type of relationship.
A family always has two parents. Use the appropriate family relationship symbol to describe the status of the family. For instance, a single parent family (single mother or single father) is still a family of two individuals, but one individual left. If a new partner or spouse is replacing one parent, create a new family to describe the relationship of the new couple.
Emotional Relationships

Assignment: Psychological experiments
Assignment: Psychological experiments
Permalink:
Assignment: Psychological experiments that are conducted on human or animal
MOCK IRB APPLICATION EXERCISE-PT. 2
This is a 2 part assignment. Complete the application and answer the questions listed below in a 3-page Word Document.
The previous completed application is attached with the blank one for this assignment.
Psychological experiments that are conducted on human or animal subjects must go through a review by an administrative body known as an Institutional Review Board (IRB). Approval must be gained by an IRB before a study can be funded or conducted. Researchers, whether they are faculty, students, or other affiliated personnel, must complete a detailed application that is presented to the IRB for its review.
APUS has an IRB, much like that of any research-producing university or institution. Attached you will find an amended version of the actual application that researchers must submit to the IRB in advance of conducting psychological research. ***This is a mock version of the application. You are not actually submitting anything to the real APUS IRB while conducting this exercise.
For Part 2 of this exercise, you will use the completed application attached completed earlier in the semester. These are experiments that have already been conducted and published. Several are “classic” experiments in social psychology of which you should already be aware. You will read the published article carefully and then you will take the knowledge gleaned from the article to complete the IRB application AS IF you were the Principal Investigator applying for approval to conduct the study.
For some of the questions included on the application, you may need to “stretch” your knowledge a bit. For example, the published article may say that college students were given extra credit for participation, but may not go into a lot of detail regarding the process used to recruit those students. In such a situation, you may need to use your imagination to fill in some blanks.
In addition, please remember that the goal here is to put yourself in the principal investigator’s shoes at the time that he/she conducted the experiment. If the experiment was conducted in the 1970s, for example, remember that the standards for human experimentation were different back then. Answer the questions as the investigator WOULD have answered them (based upon what you read about the experiment), not as they SHOULD have answered them based upon today’s ethical standards.
Assignment Instructions (Please complete both #1 and #2 below)
1. After carefully reading your article (remember, use the same article attached), please complete the attached document. The attached document is editable, so please place your responses directly into the document. Be sure to save the document on your hard drive and then upload it into the slot for the assignment.
2. After completing the Mock IRB Assignment-Part 2, please answer the following questions in a 3-page Word Document (.docx format) and upload as an attachment to the slot for the assignment.
a. What was the most challenging section of the Mock IRB Application-Part 2 to complete? Why was it challenging?
b. Were there any sections of the Mock IRB Application-Part 2 that you felt the authors of your article did not adequately address (either in terms of not doing it or not addressing it in their write-up of their Method/Procedure)?
c. If you were actually the Principal Investigator of this study, what might you do differently in order to adequately address all the questions asked on Part 2 of this Mock IRB Application?
d. How do you think ethical standards have changed (if at all) since the Principal Investigator of your chosen study filled out his/her own IRB Application?

Discussion: Informatics Competencies
Discussion: Informatics Competencies
Permalink:
Discussion: Informatics Competencies
Nursing informatics is a discipline that is still evolving. Yet, there is a set of core skills and knowledge that applies to all individuals who work as nurse informaticists and many competencies that are specific to informatics roles, positions, tasks, and responsibilities. For example, a nurse informaticist who works as a consultant for a health care technology company and a nurse informaticist who works as a professor at a university will share much of the same expertise and knowledge. However, they will also have distinct competencies specific to their unique roles.
In this Discussion, you explore informatics competencies within the informatics functional area you selected for the Week 1 Assignment.
To prepare:
Review nursing informatics competencies such as those outlined by the American Nurses Association (ANA), the Technology Informatics Guiding Education Reform (TIGER), and the Quality and Safety Education for Nurses (QSEN).
Review this week’s media presentation Competencies for Nurse Informaticists, and reflect on the competencies outlined by the presenters.
Recall the informatics functional area you identified in the Week 1 Assignment. With this in mind, what competencies would be most important for you to master? How might you go about developing these competencies?
Create a list of competencies you would like to master.
Post on Tuesday 06/21/16 a minimum of 550 words in APA format with 3 references addressing the level one headings below:
1) A brief description of the informatics functional area in which you are interested
2) Then, identify at least four ANA, TIGER and/or QSEN competencies that you believe to be vital for success in this functional area, and justify your choices.
3) Explain how you might successfully develop and master each of these competencies

Discussion: Analyzing the medical history
Discussion: Analyzing the medical history
Permalink:
Discussion: Analyzing the medical history of a patient
To prepare for this Discussion:
Note: To access the following case studies, click on the Case Studies tab on the Stahl Online website and select the appropriate volume and case number. (Already attached with this posting)
Case 2: Volume 1, Case #14: The scatter-brained mother whose daughter has ADHD, like mother, like daughter
Review this week’s Learning Resources and reflect on the insights they provide.
Go to the Stahl Online website and examine the case study you were assigned.
Take the pretest for the case study.
Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.
Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).
Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.
Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.
Review the patient’s past and current medications. Refer to Stahl’s Prescriber’s Guide and consider medications you might select for this patient.
Review the posttest for the case study.
By Day 3
Post a response to the following:
Provide the case number in the subject line of the Discussion.
List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.
Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.
List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.
List two pharmacologic agents and their dosing that would be appropriate for the patient’s ADHD therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.
If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided.
Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations.
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
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Clancy, C.M., Change, S., Slutsky, J., & Fox, S. (2011). Attention deficit hyperactivity disorder: Effectiveness of treatment in at-risk preschoolers; long-term effectiveness in all ages; and variability in prevalence, diagnosis, and treatment. Table B. KQ2: Long-term(>1 year) effectiveness of interventions for ADHD in people 6 years and older.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 12, “Attention Deficit Hyperactivity Disorder and Its Treatment”
Stahl, S. M., & Mignon, L. (2012). Stahl’s illustrated attention deficit hyperactivity disorder. New York, NY: Cambridge University Press.
To access the following chapter, click on the Illustrated Guides tab and then the ADHD tab.
Chapter 4, “ADHD Treatments”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
Review the following medications:
For ADHD
armodafinil
amphetamine (d)
amphetamine (d,l)
atomoxetine
bupropion
chlorpromazine
clonidine
guanfacine
haloperidol
lisdexamfetamine
methylphenidate (d)
methylphenidate (d,l)
modafinil
reboxetine
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Optional Resources
Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245–268. doi:10.2165/11599630-000000000-00000
Psychiatric Times. (2016). A 5-question quiz on ADHD. Retrieved from http://www.psychiatrictimes.com/adhd/5-question-quiz-adhd?GUID=AA46068B-C6FF-4020-8933-087041A0B140&rememberme=1&ts=22072016
Course Texts
These course texts are available through Stahl Online Resources http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Capstone Project Change Proposal Assignment
Capstone Project Change Proposal Assignment
Permalink:
Assignment – Capstone Project Change Proposal
In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
Background
Problem statement
Purpose of the change proposal
PICOT
Literature search strategy employed
Evaluation of the literature
Applicable change or nursing theory utilized
Proposed implementation plan with outcome measures
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
Appendix section, if tables, graphs, surveys, educational materials, etc. are created
In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
Background
Problem statement
Purpose of the change proposal
PICOT
Literature search strategy employed
Evaluation of the literature
Applicable change or nursing theory utilized
Proposed implementation plan with outcome measures
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
Appendix section, if tables, graphs, surveys, educational materials, etc. are created
Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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 Turnitin. Please refer to the directions in the Student Success Center.

Discussion on increased nursing collaboration
Discussion on increased nursing collaboration
Permalink:
Discussion: Importance of increased nursing collaboration with other disciplines
Part One:
“Nursing should not ‘borrow’ theories from other disciplines.” Refute this statement by providing specific examples from your current nursing practice. (I work on a medical surgical unit) Describe the importance of increased nursing collaboration with other disciplines.
Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook.
Part two:
Case Study
The hospice nurse sat with Ann’s husband, Ben. Ann was resting quietly as the increased dosage of IV pain medication gradually reached its therapeutic level. Ben turned his head and slowly turned, looking out the room’s only window. As he glanced up, a small flicker of light caught his breath. It was a shooting star. A tear fell from the corner of his eye and he turned to Ann. The nurse sensed that something significant to Ann and Ben was unfolding. Shuffling to Ann’s bedside, he took her small fragile hand in his. These hands had rocked cradles, burped babies, and groomed the horses she loved to ride. Gently holding her hand, he turned to the nurse. “She would ride like the wind was chasing her.” Looking back to Ann his voice broke; choking back tears “Ann, Ann I saw Jessie…Jessie is calling.” Ben turned “Jessie was our daughter. She died having a baby that was too big. When she died it was a pitch-black night. Cold, so cold, the baby died too, a little boy, named him Abe, Jr. after Jessie’s husband. I took Ann outside so she could cry to God above and there in this dark sky we saw two falling stars…together…just falling. We knew it had to be Jessie and Abe…two angels to light up the night.” Ben turned back as a deep sigh escaped from Ann’s lips. A soft smile remained as she joined Jessie and Abe.
Based on this case study how would the nurse actualize Parse’s theory of Human Becoming?
What are characteristics of a human becoming nurse? What are strengths and weaknesses to this theory of nursing?
What challenges exist for healthcare institutions to switch to this nursing approach?
How might Parse’s understanding of transcendence guide the nurse, as Ann’s death became a reality to Ben?
From the nursing theories we have discussed, what additional theory would you apply to this case study? Develop a plan of care to include both nursing theories (be specific and provide reasons)