The nursing process is a tool that puts knowledge into practice

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Benchmark – Nursing Process: Approach to Care

The nursing process is a tool that puts knowledge into practice. By utilizing this systematic problem-solving method, nurses can determine the health care needs of an individual and provide personalized care.

Write a paper (1,750-2,000 words) on cancer and approach to care based on the utilization of the nursing process. Include the following in your paper:

  1. Describe the diagnosis and staging of cancer.
  2. Describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects.
  3. Discuss what factors contribute to the yearly incidence and mortality rates of various cancers in Americans.
  4. Explain how the American Cancer Society (ACS) might provide education and support. What ACS services would you recommend and why?
  5. Explain how the nursing process is utilized to provide safe and effective care for cancer patients across the life span. Your explanation should include each of the five phases and demonstrate the delivery of holistic and patient-focused care.
  6. Discuss how undergraduate education in liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process. Consider mathematics, social and physical sciences, and science studies as an interdisciplinary research area.

You are required to cite to a minimum of four sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

2.1: Incorporate liberal arts and science studies into nursing knowledge.

3.1 Utilize the nursing process to provide safe and effective care for patients across the life span.

Benchmark – Nursing Process: Approach to Care

No of Criteria: 11 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less Than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content80.0     Diagnosis and Staging of Cancer15.0A description of the diagnosis and staging of cancer is omitted.A partial description summarizes the diagnosis and staging of cancer. There are significant omissions.A general description summarizes the diagnosis and staging of cancer. There are inaccuracies. Some information is needed.A description of the diagnosis and staging of cancer is presented. There are very minor inaccuracies. Some detail is needed for clarity.A detailed description of the diagnosis and staging of cancer presented. The description is informative and well-developed.Complications of Cancer, Side Effects of Treatment, and Methods to Lessen Physical and Psychological Effects15.0Three complications of cancer, side effects of treatment, and methods to lessen the physical and psychological effects are omitted.Fewer than two complications of cancer are described. The side effects of treatment and methods to lessen the physical and psychological effects are partially presented. There are major inaccuracies.At least three complications of cancer are generally described. The side effects of treatment and methods to lessen the physical and psychological effects are summarized. There are some inaccuracies.Three or more complications of cancer are described. The side effects of treatment and methods to lessen the physical and psychological effects are generally described. Some detail is needed for clarity or accuracy.Three or more complications of cancer are detailed. The side effects of treatment and methods to lessen the physical and psychological effects are thoroughly described.Factors Contributing to Incident and Mortality Rates of Various Cancers in Americans15.0Factors contributing to the yearly incidence and mortality rates of various cancers in Americans are omitted.The factors contributing to the yearly incidence and mortality rates of various cancers in Americans are partially outlined. Key factors are missing. There are major inaccuracies.Some key factors contributing to the yearly incidence and mortality rates of various cancers in Americans are generally discussed. There are some inaccuracies. The discussion lacks rationale or evidence to support the key factors presented.The major factors contributing to the yearly incidence and mortality rates of various cancers in Americans are discussed. The discussion provides general rationale or evidence to support the factors presented.The discussion is accurate, detailed, and presents all significant factors contributing to the yearly incidence and mortality rates of various cancers in Americans. Strong rationale and evidence support the discussion.American Cancer Society (ACS)15.0Explanation for how the ACS might provide education and support is omitted.A partial explanation for how the ACS might provide education and support is presented. Overall, the role and function of the ACS are unclear. There are inaccuracies.A summary for how the ACS might provide education and support is presented. Some additional information is required to fully represent the role and function of the ACS. There are some inaccuracies. General ACS services to be recommended are referenced.An explanation for how the ACS might provide education and support is presented. The role and function of the ACS are apparent. Some ACS services to be recommended are referenced. Detail is needed for clarity.A detailed explanation for how the ACS might provide education and support is presented. The role and function of the ACS are clear and informative. ACS services to be recommended are discussed and rationale is provided for the recommendation.Utilization of Nursing Process Across the Life Span (C3.1)15.0Explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is omitted; or, the explanation fails to accurately represent the nursing process.A partial explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is presented. Major aspects of the nursing process are omitted from the explanation. It is unclear the process provides safe and effective care for patients across the life span.A general explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is presented. A summary outlines how the process provides safe and effective care for patients across the life span. There are some inaccuracies. Rationale or evidence is needed for support.An explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is presented. The explanation generally describes how the process provides safe and effective care for patients across the life span. Some rationale or evidence is needed for support.A well-developed explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is presented. The explanation clearly describes how the process provides safe and effective care for patients across the life span. Strong rationale or evidence is provided for support. Insight into the nursing process and its utilization to provide safe and effective care for patients across the life span is demonstrated.Contribution of Liberal Arts and Science Studies to Nursing Knowledge (C2.1)5.0Discussion on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is omitted.An incomplete summary on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is presented. There are significant omissions. It is unclear how undergraduate education contributed.A general discussion on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is presented. A general correlation for how undergraduate education contributed to nursing knowledge is established.A discussion on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is presented. A correlation for how undergraduate education contributed to nursing knowledge and prepares nurses to work with patients utilizing the nursing process is established. Some information or detail is needed for clarity or support.A thorough discussion on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is presented. A strong correlation for how undergraduate education contributed to nursing knowledge and prepares nurses to work with patients utilizing the nursing process is clearly established. Insight into the contribution of liberal arts and science studies to nursing practice is demonstrated.Organization, Effectiveness, and Format20.0     Thesis Development and Purpose5.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.Writer is clearly in command of standard, written, academic English.Paper Format (use of appropriate style for the major and assignment)2.0Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage  100

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Develop effective documentation skills for family therapy sessions

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Assignment 1: Practicum – Week 5 Journal Entry

Learning Objectives

Students will:

· Develop effective documentation skills for family therapy sessions *

· Develop diagnoses for clients receiving family psychotherapy *

· Evaluate the efficacy of solution-focused therapy and cognitive behavioral therapy for families *

· Analyze legal and ethical implications of counseling clients with psychiatric disorders *

*  The Assignment related to this Learning Objective is introduced this week and submitted in Week 7.

Select two clients you observed or counseled this week during a family therapy session. Note: The two clients you select must have attended the same family session. Do not select the same family you selected for Week 2.

Then, address in your Practicum Journal the following:

 

Describe each client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.

 

Using the DSM-5, explain and justify your diagnosis for each client.

 

Explain whether solution-focused or cognitive behavioral therapy would be more effective with this family. Include expected outcomes based on these therapeutic approaches.

 

Explain any legal and/or ethical implications related to counseling each client.

Support your approach with evidence-based literature.

 

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

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

· Standard 5F “Milieu Therapy” (pages 60-61)

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

· Chapter 12, “Family Therapy” (Review pp. 429–468.)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

· Chapter 10, “Cognitive-Behavior Family Therapy” (pp. 166–189)

· Chapter 12, “Solution-Focused Therapy” (pp. 225–242)

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

Note: Retrieved from Walden Library databases.

Bond, C., Woods, K., Humphrey, N., Symes, W., & Green, L. (2013). Practitioner review: The effectiveness of solution focused brief therapy with children and families: A systematic and critical evaluation of the literature from 1990–2010. Journal of Child Psychology & Psychiatry, 54(7), 707–723. doi:10.1111/jcpp.12058

Note: Retrieved from Walden Library databases.

Conoley, C., Graham, J., Neu, T., Craig, M., O’Pry, A., Cardin, S., & … Parker, R. (2003). Solution-focused family therapy with three aggressive and oppositional-acting children: An N=1 empirical study. Family Process, 42(3), 361–374. doi:10.1111/j.1545-5300.2003.00361.x

Note: Retrieved from Walden Library databases.

de Castro, S., & Guterman, J. (2008). Solution-focused therapy for families coping with suicide. Journal of Marital & Family Therapy, 34(1), 93–106. doi:10.111/j.1752-0606.2008.00055.x

Note: Retrieved from Walden Library databases.

Patterson, T. (2014). A cognitive behavioral systems approach to family therapy. Journal of Family Psychotherapy, 25(2), 132–144. doi:10.1080/08975353.2014.910023

Note: Retrieved from Walden Library databases.

Perry, A. (2014). Cognitive behavioral therapy with couples and families. Sexual & Relationship Therapy, 29(3), 366–367. doi:10.1080/14681994.2014.909024

Note: Retrieved from Walden Library databases.

Ramisch, J., McVicker, M., & Sahin, Z. (2009). Helping low-conflict divorced parents establish appropriate boundaries using a variation of the miracle question: An integration of solution-focused therapy and structural family therapy. Journal of Divorce & Remarriage, 50(7), 481–495. doi:10.1080/10502550902970587

Note: Retrieved from Walden Library databases.

Washington, K. T., Wittenberg-Lyles, E., Oliver, D. P., Baldwin, P. K., Tappana, J., Wright, J. H., & Demiris, G. (2014). Rethinking family caregiving: Tailoring cognitive-behavioral therapies to the hospice experience. Health & Social Work, 39(4), 244–250. doi:10.1093/hsw/hlu031

Note: Retrieved from Walden Library databases.

 

Document: Group Therapy Progress Note

 

Required Media

Laureate Education (Producer). (2013c). Johnson family session 3 [Video file]. Author: Baltimore, MD.

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Select one (1) family based on personal/professional acquaintance, to complete a comprehensive, written assessment/analysis using the criteria listed below (based on class notes and readings).

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N3352 Legacy of the Family

©2013 University of Texas at Arlington Page 1 of 5

 

 

 

 

Family Analysis Project

Submit by 2359 Saturday of Module 5.

NOTE: You will create and upload an original Word file for this assignment instead of typing directly into this document.

Overview

Select one (1) family based on personal/professional acquaintance, to complete a comprehensive, written assessment/analysis using the criteria listed below (based on class notes and readings). DO NOT use your family of orientation (family of origin) or your nuclear (conjugal) family. (For definitions, see the Glossary of Terms in Friedman et al, Family Nursing textbook.

Objectives

• Examine the impact of functional patterns and role structure on the family. • Examine family relationships and communication patterns. • Identify influences on family health promotion.

 

 

N3352 Legacy of the Family

©2013 University of Texas at Arlington Page 2 of 5

 

 

Grading Rubric Family Analysis Project

Target 60 points max

Acceptable At least 42 points

Unacceptable Less than 42 points

Introduction (5 points)

Introduction is present and forecasts content of the paper. (4-5 points)

Introduction is present and forecasts the content of the paper. (3-4 points)

Introduction is present. (0-1 point)

Description of Nuclear Family or Variant Family Form (8 points)

Comprehensive description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage (7-8 points)

Adequate description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage (4-6 points)

Minimal description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage. Some elements may be missing. (0-3 point)

Sociocultural Data: Cultural/Ethnic Asessment; Social Class Status (5 points)

Comprehensive description of the sociocultural data, including an assessment of cultural/ethnic and social class status (4-5 points)

Adequate description of the sociocultural data, including an assessment of cultural ethnic and social class status (2-3 points)

Minimal description of the sociocultural data, including an assessment of cultural ethnic and social class status (0-1 point)

Genogram & Ecomap (14 points)

Genogram represents a minimum of 2 generations; Uses correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies family relationships inside the middle circle; Uses external circles to include representation from multiple formal and informal support systems; Identifies the nature of relationships between family members and support systems; Includes legend (12-14 points)

Genogram represents only 1 generation; Uses mostly correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies family relationships inside the middle circle; Uses external circles to include representation from some formal and informal support systems; Identifies the nature of some of the relationships between family members and support systems; Includes legend (7-11 points)

Genogram is incomplete; Uses some correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies some family relationships inside the middle circle; Uses external circles to include some representation from formal and informal support systems; Identifies the nature of a few of the relationships between family members and support systems; Includes legend. (0-6 points)

 

 

©2013 University of Texas at Arlington Page 3 of 5

N3352 Legacy of the Family

 

 

Environment: Physical Setting (Home, Neighborhood, Community) (5 points)

Clearly depicts the physical environment, including the home, neighborhood, and community. (4-5 points)

Depicts some of the physical environment, including the home, neighborhood, and community. (2-3 point)

Depicts some of the physical environment, including the home, neighborhood, and community. (0-1 point)

Communication (5 points)

Carefully describes the quality and methods of communication within the family (4-5 points)

Generally describes some of the quality and/or methods of communication with the family (2-3 point)

Inadequately describes some of the quality or methods of communication with the family (0-1 points)

Power Structure: Hierarchy; Power Bases; Coalitions (5 points)

Clearly explains the power structure within the family, including the power hierarchy, power bases, and coalitions (4-5 points)

Adequately explains the power structure within the family, including the power hierarchy, power bases, and coalitions (2-3 point)

Inadequately explains the power structure within the family, including the power hierarchy, power bases, and coalitions (0-1 points)

Role Structure: Relationships (Formal & Informal) (5 points)

Clearly describes the roles within the family and how they relate to one another, both formally and informally 4-5 (2 points)

Adequately describes the roles within the family and how they relate to one another, both formally and informally (2-3 point)

Inadequately describes the roles within the family and/or how they relate to one another

(0-1 points)

Values: Norms & Rules (5 points)

Thoroughly explains the values of the family as demonstrated through its norms and rules (4-5 points)

Adequately explains the values of the family as demonstrated through its norms and rules (2-3 point)

Inadequately explains the values of the family as demonstrated through its norms and rules (0-1 points)

Spiritual Activities (5 points)

Thoroughly explains the spiritual activities of the family and their role in their lives (4-5 points)

Adequately explains the spiritual activities of the family and their role in their lives (2-3 point)

Inadequately explains the spiritual activities of the family and their role in their lives (0-1 points)

Socialization: Child Rearing Practices; Intra- family Support/Social Network; Recreational/ Leisure Activities (5 points)

Carefully explains each aspect of socialization in the family unit as outlined to the left. (4-5 points)

Explains some aspects of socialization in the family unit as outlined to the Left. (2-3. Points)

Fails to explain some aspects of socialization in the family unit as outlined to the left.

(0-1 points)

 

 

©2013 University of Texas at Arlington Page 4 of 5

N3352 Legacy of the Family

 

 

Adaptation: Role Conflicts/ Overload/ Changes; Coping Strategies (Functional & Dysfunctional); Problem- Solving Skills (4 points)

Effectively explains the adaptability of the family through its role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills (3-4 points)

Attempts to explain the adaptability of the family through some of the following: handling of role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills (1-2 point)

No attempt to explain the adaptability of the family through some of the following: handling of role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills

(0-1 points) Health Care: a.Beliefs Regarding

Health/ Illness b.Practices Including

Promotion/ Prevention Efforts

5 points)

Comprehensively covers the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (4-5 points)

Adequately covers the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (2-3 points)

Minimally covers some of the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (0-1 points)

Interventions: a.Recommendations for

Strengthening /Maintaining the Family’s Health

b.Discuss Interventions Based on at Least One Theoretical Framework 1) Health Belief Model

(textbook, pp. 431- 432) or

2) Health Promotion Model (pp. 432-434)

(14 points)

Completely outlines recommendations for strengthening/maintaini ng the family’s health and discusses interventions based on at least one theoretical framework from the Health Belief Model mentioned in the textbook (pp. 431-432) or from the Health Promotion Model (pp. 432-434) (12-14 points)

Outlines recommendations for strengthening/maintain the family’s health and discusses interventions based on at least one theoretical framework from the Health Belief Model mentioned in the textbook (pp. 431-432) or from the Health Promotion Model (pp. 432-434) (9-11 points)

Offers a few recommendations for strengthening/ maintaining the family’s health and discusses a few interventions. (0-8 points)

Summary/Conclusion (5 points)

Includes summary and conclusion (4-5 points)

Includes summary and conclusion (2-3 points)

Missing summary and/or conclusion (0-1 points)

Format, Length, and Quality of Writing (5 points)

Accurately follows APA format, is within the required length, and is free of errors. (4-5 points)

Mostly follows APA format, is within the required length, and has few errors. (2-3 points)

Loosely follows APA format, is within the required length, and contains many errors. (0-1 point)

 

 

©2013 University of Texas at Arlington Page 5 of 5

N3352 Legacy of the Family

 

Instructions

Once you have selected the family to study, begin your analysis. Use the Rubric on the previous pages to guide your work.

CONFIDENTIALITY ALERT!

DO NOT USE LAST NAMES FOR FAMILIES THAT ARE PERSONAL OR PROFESSIONAL ACQUAINTANCES. USE INITIALS or FIRST NAMES ONLY.

Address each criterion listed in the Rubric in sufficient depth to reflect the data you obtained, your analysis of the data, and your recommendations for interventions. Be sure to include specific examples to validate your analysis. You must use references (textbook, class notes, others), and these must be cited throughout your paper.

Submit your analysis in formal writing, typed using APA format. The limit is six (6) content pages. Once your paper is complete, you will follow the on-screen instructions to upload the document into the system.

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Environmental Seminar Summary

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Seminar summaries should be two pages, typed (double spaced with Times New Roman 12-1point font)

Please write a summary of the environmental seminar which you can access by the link below.
The seminar summary must include the following information:
a) Identify and summarize the problem addressed by the speaker and the approach to addressing the problem (e.g., hypothesis-based testing)
b) Who is the speaker and what is their background? Identify critical decisions that the speaker made that addressed the problem or its outcome. For example, did the speaker change methods or approaches during the study? Did the speaker decide to conduct more research before publishing the results? Did the speaker choose to move to a new subject at some point during the study?
c) What methods were used to assess the problem/hypothesis? Were the methods appropriate?
d) Present a brief summary of the speaker’s/study’s conclusions
https://csus.zoom.us/rec/play/f_h9RBiEn1cayx3uh5JsXHvcCOh7hH-nz1dmp6q0SAnjN-J09j3BMqGgZnlNPYW5xYwr30SwXXqlpO_J.lBTepVU_t_8hgMRj?autoplay=true&startTime=1599606926000

Sample Solution

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