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Assignment 1: Applying Current Literature to Clinical Practice
Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients.
For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.Learning
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Objectives
Students will:
• Evaluate the application of current literature to clinical practice
To prepare:
• Review this week’s Learning Resources and reflect on the insights they provide.
• Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment.
Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.
The Assignment
In a 5- to 10-slide PowerPoint presentation, address the following:
• Provide an overview of the article you selected.o What population is under consideration?
o What was the specific intervention that was used? Is this a new intervention or one that was already used?
o What were the author’s claims?
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• Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?
• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.
Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.
Applying Current Literature to Clinical Practice
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Clinical Practice Journal
I met Dr. Francine Miller, my preceptor last week where we held a lengthy discussion regarding my objective, strengths and weaknesses. He encouraged me to be brave and face each challenge as an opportunity to learn and improve my clinical skills. The first clinical visit, I interacted with the patient who reported to the clinic with complains of pain in the RT lower back. She also complained of having difficulty to walk.
I performed physical exam and health assessment which indicated elevated blood pressure 180/100. Palpitation of the lower back RT caused severe pain. The patient was under clonidine 6.25 BID. The patient was given Lisinorpil to manage the elevate blood pressure. From my assumptions or differential diagnosis, the pain experienced could be the source of high blood pressure. The main question here is what is the source and course for the pain. To figure out the accurate diagnosis, a CT scan for the RT lower back was requested (Burns & Grove, 2011).
From this practice, I learnt that it is important to contain blood pressure, as the healthcare provider waits for other diagnostic tests. Additionally, I analysed and reflected on patient’s health history and medication. This exercise improved my confidence in clinical practices such as taking patient information, recording health issues and making clinical decisions about diagnosis (Hunter & Franken, 2012).
Clinical Practice Journal
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The theoretical framework that will be applied is the caring in action theory. This theory corresponds to nursing process, as the theory focuses on consistency, connection, commitment, community, and change. This will help me establish effective healthcare providers- patient relationship, which is imperative in effective delivery of care. Connection aspect of the theory explains the effectiveness of the NP’s that is based on relationship connectedness and relationship between family, patient and the community (Susan Hagedorn, 2004).
The aspect of consistency explains the importance of delivering care that is evidence based practice (EBP). Commitment describes the NP passion and responsibility to serve every patient to the best of their abilities. It also involves providing appropriate decisions especially when facing ethical dilemmas, maintain confidentiality, respect and compassion. Cultural competency must be in every NP’s skills.
Clinical Practice Journal
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Additionally, they should listen to the patient without prejudice and increased sensitivity towards the tradition and cultures that influence of the patient health and disease. This facilitates in the identification of the patient needs and simultaneously maintaining the confidentiality, respect and compassion (Susan Hagedorn, 2004).
My objectives for this exercise is that by the time I finish the 140 hrs of the 11 weeks, I would comfortably perform physical assessment, conduct and document patient medical history records, formulate differential diagnosis and make appropriate diagnoses as guided by the clinical manifestation of the disease and the laboratory findings/ reports such as the EKG and X-ray. Lastly, formulate of the action care plan to ensure that the issue is addressed using the therapeutic and non-therapeutic interventions. I feel confident and ready for the second meeting with my preceptor as I feel more knowledgeable and focused than the first time.
References
Burns, N., & Grove, S. (2011). Understanding Nursing Research (5th ed.). Elsevier. ISBN-13: 9781437707502
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Locate the Best Evidence
Locate the Best Evidenceof Clinical Practice Guidelines used in the practice setting
Among the bodies in the US that are tasked with the responsibility of developing the clinical practice guidelines include the AADE (American Association of Diabetes Educators) that published the Standards of Practice, Scope of Practice, as well as the Standards of Professional Performance of Diabetes Educators. Based on these documents, pharmacists have a particular role of delivering diabetes education. AADE also came up with a framework related to optimal practice for self management.
During the process, there should be an assessment of the specific education needs in every patient (Garber, Gross & Slonim, 2010). Second is the identification of the particular diabetes self-management goals in every person. This can go a long way in ensuring effectiveness of the strategies used.
Third, the behavioral interaction as well as the education should aim at ensuring that the individual achieves the identified self-management goals (Kapoor & Kleinbart, 2012). In addition, following the education sessions, there should be evaluations aimed at determining the extent to which the individual is achieving the identified self-management goals.
Locate the Best Evidence
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The other body accountable for creating the clinical practice guidelines is ADA (American Diabetes Association). According to this body, the care standards or recommendations should not preclude clinical judgment but should be applied within an excellent clinical care context, with adjustments being made for comorbidities, individual preferences, as well as patient factors. The body also emphasizes on patient education that is patient-specific (Kapoor & Kleinbart, 2012).
Information for conducting systematic reviews
One aspect that can guide the systematic review is evidence supporting self-management training’s effectiveness for diabetes type 2, especially on a short-term basis. Second is evidence showing that education programs that are based on the health belief model are effective in improving self-management (Chijioke, Adamu & Makusidi, 2010). Therefore, their implementation can promote effectiveness in preventing the disease’s complications.
Proper diabetes health education has short-term impacts such as knowledge of diabetes and glycemic control. Health policy makers should consider the need to train diabetes educators so that they can tailor fitting education interventions among the patients (Garber, Gross & Slonim, 2010).
Locate the Best Evidence
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Published research sources- journals to be used
The use of peer-reviewed articles will be cardinal in helping locate credible information. Majorly, those articles are evidence-based and can ensure quality information. The journals will be obtained from authentic databases such as Proquest, GoogleScholar, and Elsevier. Research sources can also be obtained from nursing bodies’ sites as these also deliver quality information.
Experts in the US who provide sources of best evidence
Entities or bodies such as the ADA and AADE are among the experts who promote best evidence. Moreover, individuals, particularly those in the healthcare sector have a cardinal role in spreading best evidence. Moreover, agencies, particularly those focusing on research, help in generation and promoting the use of best evidence.
My personal expertise and how it fits with the EBP
Diabetes type 2 patients need to develop a wide array of competencies so that they can manage being in greater control of their disease. in connection to this, while education should promote health, it should respect the voluntary choices and self-perceived needs. Although there is the possibility of educating patients towards greater autonomy, a good number of professionals are not ready to collaborate with them. moreover, clinical staff should acquire better comprehension on diabetes management and of the theoretical principles that underlie patient empowerment. These factors need to be considered for effective EBP (Mshunqane, Stewart & Rothberg, 2012).
Locate the Best Evidence
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References
Mshunqane, N., Stewart, A. V., & Rothberg, A. D. (2012). Type 2 diabetes management : patient knowledge and health care team perceptions, South Africa : original research. African Primary Health Care and Family Medicine, 4, 1, 1-7.
Kapoor, B., & Kleinbart, M. (2012). Building an Integrated Patient Information System for a Healthcare Network. Journal of Cases on Information Technology (jcit), 14, 2, 27-41.
Garber, J. S., Gross, M., & Slonim, A. D. (2010). Avoiding common nursing errors. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Chijioke, A., Adamu, A. N., & Makusidi, A. M. (2010). Mortality patterns among type 2 diabetes mellitus patients in Ilorin, Nigeria : original research. Journal of Endocrinology, Metabolism and Diabetes in South Africa, 15, 2, 79-82.
Locate the Best Evidence
Want help to write your Essay or Assignments? Click here
Want help to write your Essay or Assignments? Click here
Clinical Practice Guidelines used in the practice setting
Among the bodies in the US that are tasked with the responsibility of developing the clinical practice guidelines include the AADE (American Association of Diabetes Educators) that published the Standards of Practice, Scope of Practice, as well as the Standards of Professional Performance of Diabetes Educators. Based on these documents, pharmacists have a particular role of delivering diabetes education. AADE also came up with a framework related to optimal practice for self management.
During the process, there should be an assessment of the specific education needs in every patient (Garber, Gross & Slonim, 2010). Second is the identification of the particular diabetes self-management goals in every person. This can go a long way in ensuring effectiveness of the strategies used.
Third, the behavioral interaction as well as the education should aim at ensuring that the individual achieves the identified self-management goals (Kapoor & Kleinbart, 2012). In addition, following the education sessions, there should be evaluations aimed at determining the extent to which the individual is achieving the identified self-management goals.
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The other body accountable for creating the clinical practice guidelines is ADA (American Diabetes Association). According to this body, the care standards or recommendations should not preclude clinical judgment but should be applied within an excellent clinical care context, with adjustments being made for comorbidities, individual preferences, as well as patient factors. The body also emphasizes on patient education that is patient-specific (Kapoor & Kleinbart, 2012).
Information for conducting systematic reviews
One aspect that can guide the systematic review is evidence supporting self-management training’s effectiveness for diabetes type 2, especially on a short-term basis. Second is evidence showing that education programs that are based on the health belief model are effective in improving self-management (Chijioke, Adamu & Makusidi, 2010). Therefore, their implementation can promote effectiveness in preventing the disease’s complications.
Proper diabetes health education has short-term impacts such as knowledge of diabetes and glycemic control. Health policy makers should consider the need to train diabetes educators so that they can tailor fitting education interventions among the patients (Garber, Gross & Slonim, 2010).
Want help to write your Essay or Assignments? Click here
Published research sources- journals to be used
The use of peer-reviewed articles will be cardinal in helping locate credible information. Majorly, those articles are evidence-based and can ensure quality information. The journals will be obtained from authentic databases such as Proquest, GoogleScholar, and Elsevier. Research sources can also be obtained from nursing bodies’ sites as these also deliver quality information.
Experts in the US who provide sources of best evidence
Entities or bodies such as the ADA and AADE are among the experts who promote best evidence. Moreover, individuals, particularly those in the healthcare sector have a cardinal role in spreading best evidence. Moreover, agencies, particularly those focusing on research, help in generation and promoting the use of best evidence.
My personal expertise and how it fits with the EBP
Diabetes type 2 patients need to develop a wide array of competencies so that they can manage being in greater control of their disease. in connection to this, while education should promote health, it should respect the voluntary choices and self-perceived needs. Although there is the possibility of educating patients towards greater autonomy, a good number of professionals are not ready to collaborate with them. moreover, clinical staff should acquire better comprehension on diabetes management and of the theoretical principles that underlie patient empowerment. These factors need to be considered for effective EBP (Mshunqane, Stewart & Rothberg, 2012).
Want help to write your Essay or Assignments? Click here
References
Mshunqane, N., Stewart, A. V., & Rothberg, A. D. (2012). Type 2 diabetes management : patient knowledge and health care team perceptions, South Africa : original research. African Primary Health Care and Family Medicine, 4, 1, 1-7.
Kapoor, B., & Kleinbart, M. (2012). Building an Integrated Patient Information System for a Healthcare Network. Journal of Cases on Information Technology (jcit), 14, 2, 27-41.
Garber, J. S., Gross, M., & Slonim, A. D. (2010). Avoiding common nursing errors. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Chijioke, A., Adamu, A. N., & Makusidi, A. M. (2010). Mortality patterns among type 2 diabetes mellitus patients in Ilorin, Nigeria : original research. Journal of Endocrinology, Metabolism and Diabetes in South Africa, 15, 2, 79-82.
Want help to write your Essay or Assignments? Click here
Want help to write your Essay or Assignments? Click here
Locate the Best Evidence
Clinical Practice Guidelines used in the practice setting
Among the bodies in the US that are tasked with the responsibility of developing the clinical practice guidelines include the AADE (American Association of Diabetes Educators) that published the Standards of Practice, Scope of Practice, as well as the Standards of Professional Performance of Diabetes Educators. Based on these documents and evidence, pharmacists have a particular role of delivering diabetes education.
AADE also came up with a framework related to optimal practice for self management. During the process, there should be an assessment of the specific education needs in every patient (Garber, Gross & Slonim, 2010). Second is the identification of the particular diabetes self-management goals in every person. This can go a long way in ensuring effectiveness of the strategies used.
Third, the behavioral interaction as well as the education should aim at ensuring that the individual achieves the identified self-management goals (Kapoor & Kleinbart, 2012). In addition, following the education sessions, there should be evaluations aimed at determining the extent to which the individual is achieving the identified self-management goals.
The other body accountable for creating the clinical practice guidelines is ADA (American Diabetes Association). According to this body, the care standards or recommendations should not preclude clinical judgment but should be applied within an excellent clinical care context, with adjustments being made for comorbidities, individual preferences, as well as patient factors. The body also emphasizes on patient education that is patient-specific (Kapoor & Kleinbart, 2012).
Want help to write your Essay or Assignments? Click here
Information for conducting systematic reviews
One aspect that can guide the systematic review is evidence supporting self-management training’s effectiveness for diabetes type 2, especially on a short-term basis. Second is evidence showing that education programs that are based on the health belief model are effective in improving self-management (Chijioke, Adamu & Makusidi, 2010). Therefore, their implementation can promote effectiveness in preventing the disease’s complications.
Proper diabetes health education has short-term impacts such as knowledge of diabetes and glycemic control. Health policy makers should consider the need to train diabetes educators so that they can tailor fitting education interventions among the patients (Garber, Gross & Slonim, 2010).
Want help to write your Essay or Assignments? Click here
Published research sources- journals to be used
The use of peer-reviewed articles will be cardinal in helping locate credible information. Majorly, those articles are evidence-based and can ensure quality information. The journals will be obtained from authentic databases such as Proquest, GoogleScholar, and Elsevier. Research sources can also be obtained from nursing bodies’ sites as these also deliver quality information.
Experts in the US who provide sources of best evidence
Entities or bodies such as the ADA and AADE are among the experts who promote best evidence. Moreover, individuals, particularly those in the healthcare sector have a cardinal role in spreading best evidence. Moreover, agencies, particularly those focusing on research, help in generation and promoting the use of best evidence.
My personal expertise and how it fits with the EBP
Diabetes type 2 patients need to develop a wide array of competencies so that they can manage being in greater control of their disease. in connection to this, while education should promote health, it should respect the voluntary choices and self-perceived needs.
Although there is the possibility of educating patients towards greater autonomy, a good number of professionals are not ready to collaborate with them. moreover, clinical staff should acquire better comprehension on diabetes management and of the theoretical principles that underlie patient empowerment. These factors need to be considered for effective EBP (Mshunqane, Stewart & Rothberg, 2012).
Kapoor, B., & Kleinbart, M. (2012). Building an Integrated Patient Information System for a Healthcare Network. Journal of Cases on Information Technology (jcit), 14, 2, 27-41.
Garber, J. S., Gross, M., & Slonim, A. D. (2010). Avoiding common nursing errors. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Chijioke, A., Adamu, A. N., & Makusidi, A. M. (2010). Mortality patterns among type 2 diabetes mellitus patients in Ilorin, Nigeria : original research. Journal of Endocrinology, Metabolism and Diabetes in South Africa, 15, 2, 79-82.
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