General Instructions

A minimum of 2,200 words (total assignment) and five scholarly sources. One source can be the textbook provided in the course.

Eyewitnesses
Commonwealth V Walker
https://www.apa.org/about/offices/ogc/amicus/walker

Comprehensive Feedback

1.     Provide a case where eyewitnesses proved to be inaccurate in their identification

2.     After reading the case, search the Internet for updates to the case. See if anything has happened since the case was published

3.     According to US Code 18 &3502, eyewitness testimony is admissible. Given the inaccuracy of such testimony, why is this the case?

4.     What can distort eyewitness testimony?

5.     Reference List

Instructions

Purpose

This assignment is designed to guide you in selecting and analyzing a professional journal article that provides an overview of primary science concepts. You will reflect on its relevance to your teaching practice and connect research insights to actionable strategies for classroom use.

Topics for Selection

Choose an article related to one of the following topics:

· Life Science

· Physical Science

· Earth and Space Science

· Environmental Awareness

· Health and Nutrition

Article Selection

Select an article from one of the following recommended journals, or choose a reputable journal of your choice:

· Science and Children

· Elementary STEM Journal

· Science & Education

· Teaching Children Mathematics

· Children’s Engineering Journal

· Child Care Quarterly

· Child Development

· Childhood Education

· Journal of Research in Childhood Education

· Young Children

Ensure the article aligns with one of the listed topics and offers valuable insights into teaching science concepts to young children. Attach a copy or provide a link to the article with your submission.

Report Guidelines

Your report should be 2–3 double-spaced pages, written in 12-point Times New Roman font. It must include the following sections:

1. Article Details

o Title of the article

o Author(s)

o Journal name

o Date of publication

2. Summary Provide a concise summary of the article’s main points. Highlight the key findings, ideas, or strategies discussed, and explain how the article connects to the chosen topic and its relevance to early childhood education.
3. Critique Analyze the article by evaluating its strengths and weaknesses. Share your thoughts on its usefulness, applicability, and potential impact on your understanding of teaching young children.
4. Reflection and Application In this section, reflect on the key strategies or insights from the article that resonated with you. Discuss how these strategies align with your teaching philosophy or approach. Identify specific strategies or practices from the article that you plan to implement in your future classroom. Explain why these strategies are relevant or beneficial and provide an example of how you would integrate them into a science lesson or activity to support young children’s learning and development.

 SCHOOL OF NURSING  GRADUATE STUDIES

MASTER OF SCIENCE IN NURSING – FNP

MSN6400 Advanced Practice in Primary Care

Signature Assignment

Understanding disease conditions specific to advanced primary care is vital to ensure proper and timely diagnosis and treatment to improve healthcare outcomes for the patient. The purpose of this assignment is to evaluate one disease condition in the adult population and explore current evidencebased guidelines and treatments to determine a proper plan of care.

This assignment will focus on the following course student learning outcomes (CSLO):

1. Evaluate the role of the advanced practice nurse (APN) and the Family Nurse Practitioner (FNP) in particular, as it relates to obtaining a health history, performing a health assessment on adolescents, adults, and elderly from diverse cultural groups presenting with chronic and some acute physical and emotional concerns to an ambulatory, acute and/or managed health care delivery system (EOPSLO # 1, 2, 3, 4, 9).
2. Examine the principles and theories applicable to risk assessment and primary, secondary, and tertiary prevention for the promotion of optimum health of clients experiencing chronic or multisystem health problems (EOPSLO# 3 and 8).
3. Compare and contrast the possible interrelationships and impact of demographic characteristics, health beliefs, values, family situations, environment and community resources on the incidence and management outcome of chronic and some acute conditions of adult clients (EOPSLO # 2, 6, 7, and 9)
4. Incorporate epidemiological, social, and environmental research data in the assessment, holistic planning and outcome evaluation of interventions aimed at the diagnosis and management of the adult client’s health/illness status, with emphasis on common chronic illnesses of adult individuals of diverse ethnic and cultural groups (EOPSLO # 6, 7, and 9).
5. Examine the interrelationships and influences of genetics, age, gender, race/ethnicity, socioeconomic status, mental health, lifestyle, family situation, culture or subculture, health beliefs and values on the differential diagnosis and selection of screening and therapeutic agents for the management of selected chronic and multisystem illnesses of adult clients, families, and groups (EOPSLO# 3, 8 and 9).
6. Synthesize the following concepts in the advanced nursing care of the client experiencing chronic multisystem illness: the advanced nurse-client relationship, client teaching-coaching function, professional role enactment, client empowerment, mutual participation in health care decision-making, ethics, client education and counseling, change theory and process, and collaboration in health care delivery (i.e., interdisciplinary, multidisciplinary, multicultural teams and global nursing) (EOPSLO # 2, 3, 4, 7, and 9).
7. Compare and contrast pharmacological and non-pharmacological/alternative therapeutic measures for the client experiencing chronic and/or multisystem diseases taking into

SCHOOL OF NURSING  GRADUATE STUDIES

MASTER OF SCIENCE IN NURSING – FNP

 

consideration pharmacotherapeutics prescriptive legal requirements for APNs and issues of polypharmacy (EOPSLO# 6, 7, and 9).

10. Utilize computer technology in synthesizing scientific and research-based knowledge regarding health care issues and problems of multicultural, multiethnic adults and populations at risk for health disparities (EOPSLO# 5, 8, and 9).

Instructions:

Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the population is chosen, find one evidence-based technology to help support the improvement of outcomes in the global burden of disease chosen. You are to write a three-to-five-page paper in APA format 7^th edition with the following sections and level 2 headings:

*Note:

1. Paper grading is rubric-based. “Problem Statement” should NOT be used since you are not using a

PICOT question; please use “Abstract” instead.

2. Professor’s request: Use font 12-point Times New Roman.

3. All papers should have a cover, abstract, and references page; these are not included in the length of  paper.

4. The word “condition” is a general term and should be replaced by the name of the selected disorder.

Abstract

-Concise, self-contained summary of a research paper, typically 150–300 words, that outlines the purpose, methods, results, and conclusions. It acts as a standalone overview, allowing readers to quickly determine if the full paper is relevant, in this case, to the class.

Introduction (this word should not appear on the paper)

-Brief overview of the health of the population chosen

-Introduce the global burden of disease OR risk factor chosen

-Importance of improving the condition and its impact on quality of life

Global Burden of Disease Condition/Risk Factor

-Describe the disease or risk factor chosen

-What signs/symptoms are identified in the patient that can be found?

-How is it diagnosed and treated?

Technology and Healthcare

SCHOOL OF NURSING  GRADUATE STUDIES

MASTER OF SCIENCE IN NURSING – FNP

 

-Describe the paradigm shift in healthcare related to technology

-Elaborate how technology can improve health outcomes in your population

Chosen Evidence-Based Technology Use in Disease or Risk Factor

-Describe and summarize the evidence-based technology identified that has been shown to improve the condition or risk factor for the chosen patient population.

-Compare and contrast the positives and negatives of using this technology use chosen.

Conclusion

-Recap points discussed in paper using relevant information from your paper -Importance of advancements in technology

References

 

-Use reputable, peer review literature published within the last five years that is relevant to the selected topic (at least 3 references)

Writing a proposal that functions as a focus of change is a significant part of being a social worker and policy advocate. The proposal is your opportunity to use your advocacy skills to change and improve the lives of others by influencing decision makers.

For this Assignment, you write a proposal for some form of social advocacy that will seek to change a social, organizational, or legislative policy. The proposal may also involve advocacy for the amelioration of a social problem. The purpose of this assignment is to thoughtfully and thoroughly plan how you will advocate for changing a social problem or policy that is of interest to you. The policy and advocacy practice can take whatever form you wish and can be on one or more of the following levels: agency, community, or state.

 

Submit a 2- to 3-page proposal that addresses the following:

Provide a brief synopsis of the social problem you selected in Week 2.  Provide a brief synopsis of the policy you selected in Week 4.  Explain your selection of a policy—why, as a policy advocate, did you select this specific policy to promote change regarding the social problem?   Identify the person or group who enacted the policy and explain their motivation or reason for advocating for this policy. How does the reason differ from your own advocacy and change goals?  Describe the ways in which the policy impacts the populations and discuss the consequences—intended and unintended. Hint : Build on your answer to the following part of your Week 4 Assignment:  Explain how this policy affects clients you might see in a clinical setting and why, as a clinical social worker, it would be important to advocate for change. Describe your initial work to change the policy (i.e., plan for social advocacy).  Be sure to incorporate the sources you found using standard APA format.

 

Read Chapter 8 of the Jansson text.  Selected at least five sources to support your advocacy proposal. The sources may be related to specific consequences of the social problem, issues related to the policy, or steps for advocacy.

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice  (8th ed.). Cengage Learning.  Chapter 8, “Placing Policy Proposals in Policy Briefs in the Second, Third, and Fourth Steps of Policy Analysis” (pp. 246–283)

Part III Recommended Solution and Potential Implementation Issues

This section will consist of:

The Recommend a Solution to the problem, specifically what is the recommended solution for this organization and why, support by your weighted objective and the organization’s needs, Opportunities with justification for its selection, including the potential benefit. Training Strategies Implementation Potential Implementation Issues  What are areas of concern when planning out an implementation strategy? References/Bibliography and Appendices: (5 points)

This section documents the sources used in the research report. At least 10 citations from at least seven resources must be included in APA style. This attachment includes a copy of the strategic information systems grid you developed during your research (Attachment A), as well as the comparison of solutions you considered

Patient safety and quality of care are not just concepts in a textbook—they shape what you see and experience every day in healthcare settings, the news, and even in your own or your family’s interactions with the system. This activity invites you to bridge what you are learning with real-world issues by finding and analyzing a current situation, story, or problem that directly connects to one of our key patient safety topics.

As you work through this, think about how your growing professional knowledge can help you recognize risks, propose improvements, and contribute to safer, higher-quality care.

Step 1: Choose a Topic Select ONE of the following topics as the lens for your work:

Standardization of Practices Promoting a Culture of Safety Utilizing Technology Patient Engagement Interdisciplinary Collaboration Continuous Monitoring and Improvement Preventing Healthcare-Associated Infections (HAIs) Disaster Preparedness and Emergency Response Step 2: Find a Real-World Situation Look online for a recent situation or problem that clearly relates to your chosen topic. Possible sources include:

A news article describing a safety incident or quality improvement effort A professional blog post or commentary about a healthcare challenge A video (e.g., a news clip or professional talk) describing a case or problem A case example or report you find through an online search Choose something that feels meaningful or relevant to your current or future role in healthcare.

Step 3: In no more than 500 words, create a post that includes: Brief description of the situation/problem What happened? Who was involved? What was the setting? Connection to your chosen topic Explain clearly how this situation relates to the topic (e.g., how it illustrates issues in patient engagement, technology use, or interdisciplinary collaboration). Application of the topic to the situation Use course concepts to analyze what went wrong or what went well. Propose at least two specific actions or strategies that could improve patient safety or quality in this scenario (or that explain why it was successful). Reflection on practice Briefly explain how this example shapes your thinking about your own role in promoting safety and quality.

General expectations: Demonstrate critical thinking and connection to practice Write clearly and coherently, with attention to grammar and mechanics Maintain a professional and respectful tone in all posts

ubject Code and Title HEP601 Critical Literature Review
Assessment 3 Minute in class presentation and script
Individual/Group Individual
Length 3 minute in class presentation with script (PPT notes 1000 words max +/-10%)

Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Demonstrate information literacy and problem-solving skills to locate, gather and organise, credible and relevant resources.
b) Evaluate the quality and relevance of secondary sources related to your chosen field through critical reading.
c) Critically appraise, annotate and synthesise literature to develop a project statement for scholarly research in your chosen field.
d) Identify and distinguish between practice and theory based literature in your chosen field.
Submission Due By 11:59pm AEST/AEDT Sunday end of Week 5
Weighting 20%
Total Marks 100 marks
Assessment Task
Locate, gather and organise a range of practice and theory-based literature in your chosen field, then analyse and evaluate their interconnected topics, ideas, relationships and relevance, to develop a skeletal framework for a proposed literature review and annotated bibliography. Present in a 3 minute in class presentation. Use notes in PPT to include maximum 1000 words script.
Context
A literature review is a multi-stage process. The researcher is required to scan the available information; meticulously take notes; evaluate, synthesize, and structure the information; write a critical review of the literature; and build the list of references. The more complex the research, the more demanding the literature review process becomes. Several steps precede the task of writing the review, and a number of different approaches to organising the body of the literature review exist. Before embarking on a full-length literature review, it is prudent to determine the approach, or combination of approaches, to take.
Encountering the messy nature of knowledge while working towards the literature review can be intimidating. Concept maps can help to make sense of gathered information while conducting a literature review by visualising connecting ideas across a collection of literature or a research area. They can be used as a tool to identify additional search terms during the literature search, clarify thinking about the structure of the literature review in preparation for writing the review. They enable the researcher to better understand the theory, concepts and the relationships between concepts. 1
Instructions
This assessment has three parts:

1. Concept map
2. Outline of the proposed topic and research project area
3. Literature framework tables with 10-15 key seminal papers
   This assessment will also form the basis for the work you will undertake in Assessment 2.
4. Concept Map (visual)
   Concept Maps are graphic representations of topics, ideas, and their relationships. They allow users to group information (such as research sources) in related modules so that the connections between and among the literature become more readily apparent than they might from an examination of a list. See an example of concept map below:

Follow the steps below to complete this part (1) of the Assessment.
I. Identify an area of research that interests you, which you would like to explore further. This could be inspired by an existing problem or simply be driven by a curiosity and desire to contribute to the existing body of knowledge in the field.
II. Locate and gather a range of practice and theory-based literature focussed around your selected area of research.
III. Evaluate the literature sources for their relevance to your area of research.
IV. Conduct an analysis of the literature, in order to understand the interconnected topics, ideas and relationships, these are known as emergent themes.
V. Determine an appropriate approach, or combination of approaches, for organising the literature to highlight key concepts.
VI. Create a concept map of the literature that logically visualises the connecting topics, ideas, and relationships; and highlights the important themes, potential debates and existing gaps in the body of knowledge.
2. Outline of the Literature Review
Create a skeletal framework of the proposed literature review that outlines the structure, and defines the scope and focus of the proposed literature review.
In your outline present the following information:
● The literature search strategies applied (be as detailed and specific as possible, as this is the basis on which your mentor or learning facilitator can check if you are looking at the literature correctly)
● Group the articles and briefly discuss them in the context of the basis on which they were grouped (Chronological, Methodological, Thematic or Theoretical, or some combination thereof).
● Develop a table of citations and literature (recommend approximately 10-20 papers with coverage in 4 themes/streams.
3. Literature Framework Table and annotations
Include a minimum of 10-15 annotations of significant works in the literature that are driving your research project area and topic in your literature framework table. This is an evolving document, and you should continue to update it through your research process, maybe even after this course – if applicable.
An annotation may contain all or part of the following elements depending on the content of the sources you are examining. You must include as many of these elements as are relevant for your source. These can be developed to the headings in your table.
● Bibliographic citation.
● author(s).
● scope of the research/paper.
● Key argument.
● The research methods if applicable.
● Conclusions made by the author/s.
● Strengths and limitations of the text.
● Gaps in knowledge needing exploration.
Please refer to the Assessment Rubric for details on how your submission will be assessed.
Your presentation slides may include the following slides:

1. Search process
2. Literature framework table and annotation 10-15 seminal references
3. Concept map visual
4. Gaps and directions that need to be researched
5. Project title and topic area for approval
   Referencing
   The references list should contain the sources of information you used and cited in your paper. Only include those cited in the text (this is not a bibliography) but include every citation.
   It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
   Submission Instructions
   Submit your Assessment 1 Concept Map, Outline of the Literature Review and Annotated Bibliography using the following naming convention: HEP601_First name_Family name_Assessment 1.pdf. Submit your report via the Assessment link in MyLearn. Your Learning Facilitator will provide a mark and feedback via the MyMarks

Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
/dŽŽůƐʹ^ƚĂƚĞŵĞŶƚŽĨĐŬŶŽǁůĞĚŐĞŵĞŶƚ dŽƌƌĞŶƐhŶŝǀĞƌƐŝƚLJƵƐƚƌĂůŝĂƌĞƋƵŝƌĞƐĂůůƐƚƵĚĞŶƚƐƚŽƐƵďŵŝƚĂŶƌƚŝĨŝĐŝĂů/ŶƚĞůůŝŐĞŶĐĞ ;/Ϳ^ƚĂƚĞŵĞŶƚŽĨĐŬŶŽǁůĞĚŐĞŵĞŶƚǁŝƚŚĞǀĞƌLJĂƐƐĞƐƐŵĞŶƚ͘/ĨLJŽƵŚĂǀĞƵƐĞĚ/ƚŽŽůƐ͕ LJŽƵŵƵƐƚĐůĞĂƌůLJĚĞƐĐƌŝďĞŚŽǁƚŚĞLJǁĞƌĞƵƐĞĚ͘/ĨLJŽƵŚĂǀĞŶŽƚƵƐĞĚĂŶLJ/ƚŽŽůƐ͕LJŽƵ ŵƵƐƚƐƚĂƚĞƚŚŝƐĐůĞĂƌůLJŝŶLJŽƵƌĂĐŬŶŽǁůĞĚŐĞŵĞŶƚ͘WůĞĂƐĞƌĞĨĞƌƚŽƚŚĞ^ƚĂƚĞŵĞŶƚŽĨ ĐŬŶŽǁůĞĚŐĞŵĞŶƚƚĞŵƉůĂƚĞĂŶĚƚŚĞdŽƌƌĞŶƐhŶŝǀĞƌƐŝƚLJ>ŝďƌĂƌLJĨŽƌĂĚĚŝƚŝŽŶĂů
ŐƵŝĚĂŶĐĞŽŶƚŚĞĂƉƉƌŽƉƌŝĂƚĞƵƐĞŽĨ/

Subject Code and Title HEP601 Critical Literature Review
Assessment 3 Minute in class presentation and script
Individual/Group Individual
Length 3 minute in class presentation with script (PPT notes 1000 words max +/-10%)

Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Demonstrate information literacy and problem-solving skills to locate, gather and organise, credible and relevant resources.
b) Evaluate the quality and relevance of secondary sources related to your chosen field through critical reading.
c) Critically appraise, annotate and synthesise literature to develop a project statement for scholarly research in your chosen field.
d) Identify and distinguish between practice and theory based literature in your chosen field.
Submission Due By 11:59pm AEST/AEDT Sunday end of Week 5
Weighting 20%
Total Marks 100 marks
Assessment Task
Locate, gather and organise a range of practice and theory-based literature in your chosen field, then analyse and evaluate their interconnected topics, ideas, relationships and relevance, to develop a skeletal framework for a proposed literature review and annotated bibliography. Present in a 3 minute in class presentation. Use notes in PPT to include maximum 1000 words script.
Context
A literature review is a multi-stage process. The researcher is required to scan the available information; meticulously take notes; evaluate, synthesize, and structure the information; write a critical review of the literature; and build the list of references. The more complex the research, the more demanding the literature review process becomes. Several steps precede the task of writing the review, and a number of different approaches to organising the body of the literature review exist. Before embarking on a full-length literature review, it is prudent to determine the approach, or combination of approaches, to take.
Encountering the messy nature of knowledge while working towards the literature review can be intimidating. Concept maps can help to make sense of gathered information while conducting a literature review by visualising connecting ideas across a collection of literature or a research area. They can be used as a tool to identify additional search terms during the literature search, clarify thinking about the structure of the literature review in preparation for writing the review. They enable the researcher to better understand the theory, concepts and the relationships between concepts. 1
Instructions
This assessment has three parts:

1. Concept map
2. Outline of the proposed topic and research project area
3. Literature framework tables with 10-15 key seminal papers
   This assessment will also form the basis for the work you will undertake in Assessment 2.
4. Concept Map (visual)
   Concept Maps are graphic representations of topics, ideas, and their relationships. They allow users to group information (such as research sources) in related modules so that the connections between and among the literature become more readily apparent than they might from an examination of a list. See an example of concept map below:

Follow the steps below to complete this part (1) of the Assessment.
I. Identify an area of research that interests you, which you would like to explore further. This could be inspired by an existing problem or simply be driven by a curiosity and desire to contribute to the existing body of knowledge in the field.
II. Locate and gather a range of practice and theory-based literature focussed around your selected area of research.
III. Evaluate the literature sources for their relevance to your area of research.
IV. Conduct an analysis of the literature, in order to understand the interconnected topics, ideas and relationships, these are known as emergent themes.
V. Determine an appropriate approach, or combination of approaches, for organising the literature to highlight key concepts.
VI. Create a concept map of the literature that logically visualises the connecting topics, ideas, and relationships; and highlights the important themes, potential debates and existing gaps in the body of knowledge.
2. Outline of the Literature Review
Create a skeletal framework of the proposed literature review that outlines the structure, and defines the scope and focus of the proposed literature review.
In your outline present the following information:
● The literature search strategies applied (be as detailed and specific as possible, as this is the basis on which your mentor or learning facilitator can check if you are looking at the literature correctly)
● Group the articles and briefly discuss them in the context of the basis on which they were grouped (Chronological, Methodological, Thematic or Theoretical, or some combination thereof).
● Develop a table of citations and literature (recommend approximately 10-20 papers with coverage in 4 themes/streams.
3. Literature Framework Table and annotations
Include a minimum of 10-15 annotations of significant works in the literature that are driving your research project area and topic in your literature framework table. This is an evolving document, and you should continue to update it through your research process, maybe even after this course – if applicable.
An annotation may contain all or part of the following elements depending on the content of the sources you are examining. You must include as many of these elements as are relevant for your source. These can be developed to the headings in your table.
● Bibliographic citation.
● author(s).
● scope of the research/paper.
● Key argument.
● The research methods if applicable.
● Conclusions made by the author/s.
● Strengths and limitations of the text.
● Gaps in knowledge needing exploration.
Please refer to the Assessment Rubric for details on how your submission will be assessed.
Your presentation slides may include the following slides:

1. Search process
2. Literature framework table and annotation 10-15 seminal references
3. Concept map visual
4. Gaps and directions that need to be researched
5. Project title and topic area for approval
   Referencing
   The references list should contain the sources of information you used and cited in your paper. Only include those cited in the text (this is not a bibliography) but include every citation.
   It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
   Submission Instructions
   Submit your Assessment 1 Concept Map, Outline of the Literature Review and Annotated Bibliography using the following naming convention: HEP601_First name_Family name_Assessment 1.pdf. Submit your report via the Assessment link in MyLearn. Your Learning Facilitator will provide a mark and feedback via the MyMarks

Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
/dŽŽůƐʹ^ƚĂƚĞŵĞŶƚŽĨĐŬŶŽǁůĞĚŐĞŵĞŶƚ dŽƌƌĞŶƐhŶŝǀĞƌƐŝƚLJƵƐƚƌĂůŝĂƌĞƋƵŝƌĞƐĂůůƐƚƵĚĞŶƚƐƚŽƐƵďŵŝƚĂŶƌƚŝĨŝĐŝĂů/ŶƚĞůůŝŐĞŶĐĞ ;/Ϳ^ƚĂƚĞŵĞŶƚŽĨĐŬŶŽǁůĞĚŐĞŵĞŶƚǁŝƚŚĞǀĞƌLJĂƐƐĞƐƐŵĞŶƚ͘/ĨLJŽƵŚĂǀĞƵƐĞĚ/ƚŽŽůƐ͕ LJŽƵŵƵƐƚĐůĞĂƌůLJĚĞƐĐƌŝďĞŚŽǁƚŚĞLJǁĞƌĞƵƐĞĚ͘/ĨLJŽƵŚĂǀĞŶŽƚƵƐĞĚĂŶLJ/ƚŽŽůƐ͕LJŽƵ ŵƵƐƚƐƚĂƚĞƚŚŝƐĐůĞĂƌůLJŝŶLJŽƵƌĂĐŬŶŽǁůĞĚŐĞŵĞŶƚ͘WůĞĂƐĞƌĞĨĞƌƚŽƚŚĞ^ƚĂƚĞŵĞŶƚŽĨ ĐŬŶŽǁůĞĚŐĞŵĞŶƚƚĞŵƉůĂƚĞĂŶĚƚŚĞdŽƌƌĞŶƐhŶŝǀĞƌƐŝƚLJ>ŝďƌĂƌLJĨŽƌĂĚĚŝƚŝŽŶĂů
ŐƵŝĚĂŶĐĞŽŶƚŚĞĂƉƉƌŽƉƌŝĂƚĞƵƐĞŽĨ/ƚŽŽůƐŽƌƐƉĞĂŬǁŝƚŚLJŽƵƌůĞĂƌŶŝŶŐĨĂĐŝůŝƚĂƚŽƌ͘

COMPLEX CASE STUDY PRESENTATION

In Weeks 4, 7, and 9 of the course, you will participate in clinical discussions. In one of these three weeks, you will be a presenter as well as help facilitate the online discussion; in the others you will be an active discussion participant. When it is your week to present, you will create a Focused SOAP note and a short didactic (teaching) video presenting a real (but de-identified) complex patient case from your practicum experience.

You should have received an assignment from your Instructor letting you know which week of the course you are assigned to present.

 

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE:

• Review this week’s Learning Resources and consider the insights they provide. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
• Select a child/adolescent or adult patient from your clinical experience that presents with a significant concern. Create a focused SOAP note for this patient using the template in the Resources. All SOAP notes must be signed by your Preceptor. When you submit your SOAP note, you should include the complete SOAP note as a Word document and PDF/images of completed assignment signed by your Preceptor. You must submit your SOAP Note using Turnitin.
  Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Late Policies.
• Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice what you will say beforehand, and ensure that you have the appropriate lighting and equipment to record the presentation.
• Your presentation should include objectives for your audience, at least 3 possible discussion questions/prompts for your classmates to respond to, and at least 5 scholarly resources to support your diagnostic reasoning and treatment plan.

Video assignment for this week’s presenters:

Record yourself presenting the complex case study for your clinical patient. In your presentation:

• Dress professionally and present yourself in a professional manner.
• Display your photo ID at the start of the video when you introduce yourself.
• Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
• State 3–4 objectives for the presentation that are targeted, clear, use appropriate verbs from Bloom’s taxonomy, and address what the audience will know or be able to do after viewing.
• Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
• Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
• Pose three questions or discussion prompts, based on your presentation, that your colleagues can respond to after viewing your video.
• Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide.
  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis, and why? Describe how your primary diagnosis aligns with DSM- 5-TR diagnostic criteria and is supported by the patient’s symptoms.
  • Plan: What was your plan for psychotherapy (include one health promotion activity and patient education)? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.  Discuss an identified social determinate of health impacting this patient’s mental health status and provide your recommendation for a referral to assist this patient in meeting this identified need (students will need to conduct research on this topic both in the literature and for community resources).
  • Reflection notes: What would you do differently with this patient if you could conduct the session again? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow-up, discuss what your next intervention would be.