Category: Nursing

This task asks you to critically explore how lived experience can be integrated into collaborative care planning in acute mental health settings. You will examine how consumer knowledge is recognised or overlooked in clinical practice and propose practical strategies for embedding lived experience in ways that uphold recovery principlessuch as hope, choice, empowerment, and person-centred care.

For this assessment, my expectation is that all work submitted will be the direct result of individual effort without the assistance of generative AI tools. This is to ensure that the skills and knowledge assessed are solely those of the student, without AI influence. That means you MAY NOT use AI writing assistants, content generators, or problemsolving tools. It is expected that if you are unsure of AI use, you ask the course coordinator directly.

You MAY use Studiosity (keep a receipt of service), Copilot, or Microsoft Editor/Grammarly for grammar and spellcheck only.

Whether you have used permitted AI or not, you MUST submit the provided AI declaration to access the submission portal for your work.

It is highly recommended that you keep all draft versions of your work and sourcePDFs of your cited references in case questions about authorship arise.

You must submit your work in Word format; not PDF.

A failure to heed any of these aspects or clarify any permitted AI use may risk penalties associated with academic performance

Part 1: The Role of Lived Experience in Collaborative Care Processes (Approx. 400 words)

Critically discuss the concept of lived experience and its relevance to collaborative approaches in acute mental health care.

Reflect on how trauma and acute mental health crises influence the ways in which lived experience is voiced, acknowledged and understood.

Part 2: Applying Recovery-Oriented and Trauma-Informed Principles to Assessment (Approx. 900 words)

Analyse how recovery-oriented approaches (e.g. empowerment, identity, meaning, hope, connectedness) support the inclusion of lived experience.

Propose practical strategies for embedding lived experience into assessment and care planning processes. Include considerations for carer involvement and cultural safety.

Consider how you would address any institutional and organisational barriers that may impede the application of these approaches.

I have to do a reflective journal for my racial class i want it to sound like a nursing student I dont want too crazy words I would rather it more simple but still proper and like a student. I have provided you with a CLINCAL experience to use. I have attached a sample of this assignment. I am also attaching a sample of what Ive done in this class so you have an idea ( sample racial ) . I also included the 10 caritas I need to use at least 2. I also need to use my textbook as a reference assignment: Write a reflective journal which builds upon the experience of the course and what has been learned. Journal (Minimal 500 words) Reflect upon a caring moment in which you were engaged and write about your experience as it applies to Racial and Ethnic Disparity. How would you adjust your plan of care? Include the Caritas Cite from the literature rationale for interventions. – the clinical experience you can use – During my clinical on the oncology floor, I cared for a patient whose pneumonia was getting worse. The patient had a significant language barrier and had difficulty communicating with the healthcare team. Because of this, they felt that the hospital staff was not properly taking care of them. The patient expressed frustration and said they did not understand what was happening with their condition or the treatments they were receiving. They felt that nothing was being clearly explained to them and were even considering leaving the hospital to seek care somewhere else. This experience highlighted how language barriers can lead to misunderstandings, decreased trust in healthcare providers, and feelings that care is not being delivered appropriately, even when treatment is being provided. It also showed how important clear communication and interpreter services are in helping patients feel informed, supported, and involved in their care. ( you can add and take anything out that you think wouldnt fit or make it better ) 10 CARITAS PROCESSES Sustaining humanistic-altruistic values by practice of loving-kindness, compassion and equanimity with self/others. Being authentically present, enabling faith/hope/belief system; honoring subjective inner, life-world of self/others. Being sensitive to self and others by cultivating own spiritual practices; beyond ego-self to transpersonal presence. Developing and sustaining loving, trustingcaring relationships. Allowing for expression of positive and negative feelings authentically listening to another persons story. Creatively problem-solving solution-seeking through caring process; full use of self and artistry of caringhealing practices via use of all ways of knowing/being/doing/becoming. Engaging in transpersonal teaching and learning within context of caring relationship; staying within others frame of reference shift toward coaching model for expanded health/wellness. Creating a healing environment at all levels; subtle environment for energetic authentic caring presence. Reverentially assisting with basic needs as sacred acts, touching mind/body/spirit of other; sustaining human dignity. Opening to spiritual, mystery, unknowns allowing for miracles.

Review the assigned topics listed by the first letter of your first name. For example, if your first name is Geoff, your assigned topic is norepinephrine.

((Use Letter N for SEROTONIN))

The First Letter of Your First NameTopic

A – D acetylcholine E – H norepinephrine l- L dopamine M – P serotonin Q – T gamma-aminobutyric acid (GABA)U – Z histamine

1. Application of Course Knowledge:Answer all questions/criteria with explanations and detail.
2. Provide a 3-5 sentence paraphrased summary of the assigned neurotransmitter purpose and function.
3. Link the assigned neurotransmitter to a psychiatric diagnosis or diagnoses.
4. Discuss associated symptoms of the selected diagnosis or diagnoses. Determine if each symptom is related to an excess or deficiency in the neurotransmitter.
5. Identify a drug class that treats the disorder associated with the assigned neurotransmitter. Discuss whether recommended medications in this class are agonists or antagonists, and explain how the medication influences the clinical signs and symptoms (i.e., treats the diagnosis) by impacting the neurotransmitters activity.
6. Integration of Evidence: Integrate relevant scholarly sources as defined by
8. :
9. Cite a scholarly source in the initial post.
10. Cite a scholarly source in one faculty response post.
11. Cite a scholarly source in one peer post.
12. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
13. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.

((Please use current references within last 5 years))

NR546 W2 Discussion Rubric

NR546 W2 Discussion Rubric

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Application of Course Knowledge

4 Required Criteria

Answer all questions/criteria with explanations and detail:

1. Provide a 3-5 sentence paraphrased summary of the assigned neurotransmitter purpose and function.

2. Link the assigned neurotransmitter to a psychiatric diagnosis or diagnoses.

3. Discuss associated symptoms of the selected diagnosis or diagnoses. Determine if each symptom is related to an excess or deficiency in the neurotransmitter.

4. Identify a drug class that treats the disorder associated with the assigned neurotransmitter. Discuss whether recommended medications in this class are agonists or antagonists, and explain how the medication influences the clinical signs and symptoms (i.e., treats the diagnosis) by impacting the neurotransmitters activity.

40 pts

Excellent

All requirements met.

36 pts

Very Good

3 requirements met.

33 pts

Satisfactory

2 requirements met.

20 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

40 pts

This criterion is linked to a Learning Outcome

Integration of Evidence

5 Required Criteria

Integrate relevant scholarly sources as defined by program expectations:

1. Cite a scholarly source in the initial post.

2. Cite a scholarly source in one faculty response post.

3. Cite a scholarly source in one peer post.

4. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.

5. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.

20 pts

Excellent

All requirements met.

18 pts

Very Good

4 requirements met.

16 pts

Satisfactory

3 requirements met.

10 pts

Needs Improvement

1-2 requirements met.

0 pts

Unsatisfactory

No requirements met.

20 pts

This criterion is linked to a Learning Outcome

Engagement in Meaningful Dialogue

3 Required Criteria

Engage peers and faculty by asking questions, offering new insights, applications, perspectives, information, or implications for practice:

1. Respond to at least one peer [on a topic other than the initial assigned topic].

2. Respond to at least one faculty post.

3. Communicate using respectful, collegial language and terminology appropriate to advanced nursing practice.

30 pts

Excellent

All requirements met.

24 pts

Satisfactory

2 requirements met.

10 pts

Needs Improvement

1 requirement met.

0 pts

Unsatisfactory

No requirements met.

30 pts

This criterion is linked to a Learning Outcome

Professionalism in Communication

Communicates with minimal errors in English grammar, spelling, syntax, and punctuation.

5 pts

Excellent

0-1 errors.

4 pts

V. Good

2-3 errors.

3 pts

Satisfactory

4-5 errors.

2.5 pts

Needs Improvement

6-7 errors.

0 pts

Unsatisfactory

More than 7 errors.

5 pts

This criterion is linked to a Learning Outcome

Reference Citation

Uses current APA format to format citations and references and is free of errors.

5 pts

Excellent

0-1 errors.

4 pts

V. Good

2 errors.

3 pts

Satisfactory

3-4 errors.

2.5 pts

Needs Improvement

5-6 errors.

0 pts

Unsatisfactory

More than 6 errors.

5 pts

This criterion is linked to a Learning Outcome

Late Penalty Deductions

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e., student will receive an automatic 0).

0 pts

No Points Deducted

Posts submitted on time; no points deducted.

0 pts

Points Deducted

Posts submitted late. 10% deduction in points for initial posts entered after Wednesday

0 pts

This criterion is linked to a Learning Outcome

Total Participation

A 10% penalty will be imposed for not posting on the minimum of TWO separate days. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

0 pts

No Points Deducted

Posts submitted on a minimum of two separate days; no points deducted.

1. Describe and give examples of your two strongest leadership competencies and two most significant leadership gaps, weakness, or developmental opportunities.

My primary leadership strengths are strong personal ethics, emotional self-awareness, and the ability to build authentic relationships through transparent communication. Areas identified for professional development include enhancing future-focused strategic leadership and fostering innovation. In my Strengths-to-Strategy Plan, I recognized integrity and emotional intelligence as my most prominent leadership attributes. Annual performance evaluations consistently affirm my self-awareness, emotional regulation, and transparent communication with colleagues and team members. These competencies align with transformational leadership behaviors that emphasize ethical conduct, trust, and collaborative team relationships. Evidence demonstrates that transformational leadership significantly improves employee engagement, motivation, and workplace well-being in nursing environments, where leadership behaviors directly shape team performance (Nurmeksela et al., 2025). Similarly, leadership styles that prioritize supportive communication and relational approaches are strongly associated with greater job satisfaction among nurses (Specchia et al., 2021). My self-reflection also revealed opportunities to strengthen my capacity to plan and implement future-focused initiatives and to engage in visionary reflection. Occasional self-doubt highlights the importance of continued confidence-building in leadership roles. Recognizing these strengths and areas for growth underscores the value of intentionally cultivating strategic leadership capabilities. I aim to leverage emotional intelligence to foster trust, collaboration, and innovation within healthcare teams.

1. Describe and explain how your leadership strengths differ from management skills or behaviors.

My leadership strengths differ from traditional management behaviors because my focus is on relationship-building, empowerment, and trust. Rather than relying primarily on task-oriented skill sets, I emphasize collaboration and team development. My leadership philosophy prioritizes clear communication and encourages individuals to contribute their strengths, which aligns with transformational leadership principles. Research shows that transformational leadership improves employee engagement and workplace satisfaction by fostering supportive relationships and meaningful work environments (Nurmeksela et al., 2025; Specchia et al., 2021). In nursing practice, however, leaders must also assume managerial responsibilities when operational demands arise. According to the Agency for Healthcare Research and Quality, nurse managers guide unit staff by communicating a vision for excellence, serving as change agents, and motivating staff to participate in quality improvement initiatives while promoting collaboration among staff, administrators, and patients. At the same time, nurse managers must oversee essential unit functions that directly affect patient care, staffing, and budgetary constraints, while supporting strategic goals (Agency for Healthcare Research and Quality [AHRQ], n.d.). While management ensures operational stability, leadership goes beyond task oversight, influencing attitudes and building effective teams that unite around shared goals. Understanding when to activate leadership behaviors versus management functions enables nurse leaders to balance staff empowerment with operational accountability and support organizational success.

1. Describe how you will integrate emotional intelligence into your leadership identity and how this may impact the characteristics of your followers.

Integrating emotional intelligence into my leadership identity will enhance my ability to inspire and influence others, thereby fostering engagement, collaboration, and professional growth. Self-awareness and empathy enable me to remain composed under pressure, communicate effectively, and address team concerns thoughtfully. Nurmeksela et al. (2025) report that transformational leadership behaviors rooted in empathy and supportive relationships significantly increase nurses’ work engagement. Additionally, leadership styles that emphasize empowerment and positive relationships are strongly linked to higher job satisfaction and healthier workplace cultures in nursing (Specchia et al., 2021). Intentionally attending to team members perspectives and perceived experiences fosters a culture of safety and encourages team building. Ultimately, applying emotional intelligence to my leadership identity will promote motivation, trust, and innovation, thereby elevating both team performance and the overall workplace culture.

References

Agency for Healthcare Research and Quality. (2012, December). Nursing notes. Retrieved March 3, 2026, from

Nurmeksela, A., Schavoronkoff, K., & Jokiniemi, K. (2025). The impact of nurse managers’ transformational leadership on nurses’ work engagement: A crosssectional study (Y. Oh, Ed.). Journal of Nursing Management, 2025(1), Article 9980485.

Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., & Damiani, G. (2021). Leadership styles and nurses’ job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4).

hi, Im hoping you could help me by writing my CT paper for my nursing assignment. Could you please read the directive of this paper and let me know if youll be able to do this? Once youll think its doable Ill forward the details that youll need of my patient in order to write the paper. Please be as honest as you can when you think its possible for you to write a good passing grade paper. Unfortunately, I have had a bad experience and very low failing grade before by a different writer so I appreciate any honest feedback. You seem like a solid good writer so I hope youll be able to help me out. Thank you!

critical thinking on why employees should use critical thinking

Objectives

The purpose of the Term Paper activity is to:

• Identify how different microbes can cause disease in the human body (CO4).
• Interpret information about a microorganism, infectious disease, or a vaccine and effectively present it to your audience (CO2, CO3, CO5).
• Effectively inform an audience about the impact of a bacteria/virus/fungi/protozoan on human anatomy and physiology, and pathophysiological impact, specifically within the field of healthcare (CO1, CO4).

Method of Evaluation

Students are required to complete a Term Paper which is worth 5% of their overall grade.

NOTE: Completion of this assignment is a prerequisite for passing the course. Students who do not complete this assignment will receive a grade equal to the lesser of 72% or their final course grade calculated per the Method of Evaluation outlined in the course syllabus.

Guidelines

The Term Paper should exam the influences, effects and outcomes of a vaccine, an antimicrobial or a disease caused by a microorganism. The paper must incorporate research, data and information from the CDC, WHO, and literary sources. A minimum of five credible references must be utilized in the paper. Each student must research and report on a different vaccine, antimicrobial or disease.

The paper must be typed with 1 margins, double spacing and a 12-point Times Roman font. The paper should also include a reference list. The American Psychological Association format must also be utilized for the paper. The paper should be between five and seven pages in length (not including cover page, abstract, references, exhibits, etc.). The paper must be submitted through Canvas in order for the paper to be uploaded to Turnitin.

The rubric below will be utilized to grade the paper.

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Content

65 pts

Superior

Provides substantive and relevant development of ideas Offers logical, accurate, and sufficient level of detail Demonstrates an in depth understanding of the ideas Evaluates/responds to ideas in a critical, analytical and persuasive manner

49 pts

Satisfactory

Provides some relevant development of ideas Offers logical, accurate, and sufficient level of detail Demonstrates a general understanding of the ideas Evaluates/responds to ideas in a persuasive manner

33 pts

Poor

Provides limited relevant development of ideas Offers minimal level of detail Demonstrates a limited understanding of the ideas Evaluates/responds to ideas with minimal analytics and with less persuasive arguments

17 pts

Unsatisfactory

Provides no relevant development of ideas Offers minimal level of detail and detail is off-topic and/or unfocused Lacks understanding of the ideas Fails to present analytics and persuasive arguments

0 pts

Not Completed

Assignment Not Completed

65 pts

This criterion is linked to a Learning Outcome

Organization

20 pts

Full Marks

Creates a clearly identifiable introduction, body, and conclusion Provides a sophisticated paragraph structure with each paragraph developing one central idea Utilizes APA format

15 pts

Satisfactory

Creates an identifiable introduction, body, and conclusion Provides a unified paragraph structure with most paragraphs developing one central idea Utilizes APA format

10 pts

Poor

Fails to develop a clear organizational structure Demonstrates limited paragraph structure Incorporates APA format haphazardly

5 pts

Unsatisfactory

Fails to have organizational structure Lacks unified paragraph structure Lacks APA format

0 pts

Not Completed

Assignment Not Completed

20 pts

This criterion is linked to a Learning Outcome

Language

5 pts

Superior

Incorporates sophisticated terminology Avoids irrelevant and redundant words, phrases and other distracting information Contains no spelling errors Lacks errors in sentence boundaries such as fused sentences and sentence fragments Uses paraphrase and quotes skillfully

3 pts

Satisfactory

Utilizes appropriate terminology Incorporates relevant words and phrases, but contains some distracting information Contains limited spelling errors Utilizes appropriate sentence structure in most instances (some fused sentences and fragments) Limits paraphrase and quotes to an acceptable level

2 pts

Poor

Utilizes inappropriate terminology in certain areas Incorporates irrelevant words and phrases Contains limited spelling errors Utilizes inappropriate sentence structure (fused sentences and fragments) Uses paraphrase and quotes in some instances without following APA (i.e., plagiarism)

1 pts

Unsatisfactory

Utilizes inappropriate terminology Presents distracting information throughout Contains numerous spelling errors Utilizes inappropriate sentence structure (fused sentences and fragments) Uses paraphrase and quotes without following APA in numerous instances (i.e., plagiarism)

0 pts

Not Completed

Assignment Not Completed

5 pts

This criterion is linked to a Learning Outcome

Presentation

10 pts

Superior

Presents information in a clear, logical, and effective manner

7 pts

Satisfactory

Presents information in an effective manner

4 pts

Poor

Presents information in a manner which results in some confusion

1 pts

Unsatisfactory

Presents information in an ineffective manner with lots of confusion

0 pts

Not Completed

Assignment Not Completed

10 pts

WEEK 2 ASSIGNMENT (covers weeks 1-2)

SCENARIO 1

What are the errors in the following prescriptions (1 per prescription)? Rewrite each

prescription correctly. What is each medications classification and mechanism of action

(MOA)?

Repatha 140 mg IV every 2 weeks #1 1 RF

Hyzaar (losartan/hydrochlorothiazide) 50/25 mg PO daily #30 3 RF

digoxin 1.25 mg PO daily #30 1 RF

hydralazine/isosorbide mononitrate (BiDil) 37.5 mg/20 mg PO every 8 hours #90

1 RF

clonidine 0.3 mg patch PO once weekly #4 1 RF

SCENARIO 2

A patient with stable angina is prescribed nitroglycerin. The provider avoids oral tablets

and instead chooses a sublingual or transdermal formulation. Why is oral nitroglycerin

not clinically useful? Discuss how first-pass metabolism affects nitroglycerins

bioavailability and define both terms. Identify the route of administration with 100%

bioavailability and explain how alternative routes overcome the first pass effect. Include

a sample prescription for nitroglycerin.

SCENARIO 3

Where are the majority of cytochrome P450 (CYP) enzymes located? Using the

Drugs.com pill identifier, enter the following characteristics to identify the medication

AND strength. What CYP enzyme metabolizes this medication? How can this

information be applied to medication therapy management? Write a sample prescription

for the identified medication and strength.

Imprint (E 137) Shape (Round) Color (Pink) Form (Tablet) Scoring (None)

SCENARIO 4

KU is a 47-year-old male following up on his labs that were drawn last week. He

smokes 1 pack per day. He is currently on lisinopril 40 mg po daily, liraglutide (Victoza)

0.6 mg subcutaneously once daily and St. Johns Wort. Fasting lipid profile shows total

cholesterol 260 mg/dL, LDL 180 mg/dL, HDL 43 mg/dL, and TG 185 mg/dL. He is 59

and weighs 204 lbs. What treatment plan would you implement for KU? What are GOAL

Total Cholesterol (TC), HDL, LDL, and Triglyceride levels for KU? What is his BMI per

Medscape calculator? What patient monitoring and education would you provide? How

many risk factors for coronary artery disease does this patient have? Identify them

specifically.

Directions: For each of the scenarios below, answer the questions using your required

learning resources, Medscape, and clinical practice guidelines (ie AHA, ACC, ADA,

GINA). When recommending medications, write out a complete prescription for each

medication. What order would you send to a pharmacy? Include drug, dose, route,

frequency, # dispensed (days supply), refills, special instructions etc. Also state if you

would continue, discontinue or taper the patients current medications (if

applicable). Use at least 3 sources for each scenario and cite sources using APA

format. LIST REFERENCES AFTER EACH SCENARIO.

Case studies are a useful way for you to apply your knowledge of pharmacokinetics and pharmacodynamic aspects of pharmacology to specific patient cases and health histories.

For this Assignment, you evaluate drug treatment plans for patients with various disorders and justify drug therapy plans based on patient history and diagnosis.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

To Prepare:

• Review the case study posted in Announcements by your Instructor for this Assignment
• Review the information provided and answer questions posed in the case study
• When recommending a medication, write out a complete prescription for the medication
• Whenever possible, use clinical practice guidelines in developing your answers when possible
• Include at least three references to support your answer and cite them in APA format.