Apply critical thinking to diagnostic reasoning in case studies

Posted on November 8, 2022 | by KN Simon

Apply critical thinking to diagnostic reasoning in case studies

This assignment is an opportunity to practice diagnostic reasoning and adding the appropriate selection of diagnostic tests in patient assessment and treatment.

Upon successful completion of this assignment, you will be able to:

Apply critical thinking to diagnostic reasoning in case studies.
Incorporate evidence-based practice in selecting diagnostic tests.
Identify appropriate diagnostic tests based on client findings.
Apply critical thinking to diagnostic reasoning in case studies

Upon successful completion of this assignment you will be able to:

Discuss the critical thinking process involved in the diagnostic reasoning of Mood Disorders.
Identify Mood Disorder diagnoses and the history and mental status exam findings associated with them.
Select appropriate evidence-based practice (EBP) resources for use in the diagnostic process.
Identify the elements of history, physical exam and mental status exam on which to base Mood Disorder diagnoses.
Demonstrate diagnostic reasoning in the development of differential Mood Disorder diagnoses based on client history, physical exam and mental health exam findings.

Resources

Diagnostic and Statistical Manual of Mental Disorder, 5th Edition, pages 87-188.
Manual of Rating Scales for the Assessment of Mood Disorders, pages 19-21, 24-27, Appendix A41-44.
Pagana, K.D and Pagana, T.J (2011). Mosby’s Diagnostic & Laboratory Test Reference, 11th Edition. Elsevier Mosby: Missouri.

Background Information

Unless there is a pressing reason to do so, do not complete this assignment until you have reviewed your feedback from your instructor from Assignment 2.4.
Choose one of the following symptoms to complete this assignment. Cite at least one reference for the symptom that you discuss. Remember, the purpose is to practice the diagnostic reasoning process. EXPLAIN WHAT YOU ARE THINKING!

restlessness	heart palpitations
fatigue	Unexpected weight loss
hypersomnia	insomnia

Instructions

For this first attempt, you will review an initial assessment of a mood disordered patient.

For your chosen symptom, create a patient. Choose an age and gender for your patient. Assume that you are given the patient’s presenting complaint that they gave the receptionist or the MA when they were put in the room. Please approach the patient from a non-emergent perspective. Do not tell me that your 49-year-old male patient has threatened to commit suicide so you called the mobile crisis team.
Discuss the initial diagnoses you would consider before entering the exam room based on their age, gender, and chief complaint. Make your initial differential broad; include any mental health diagnosis that may be plausible. Then, list what questions you would ask the patient. Makeup answers.
Then discuss how those answers added to, eliminated from and changed your initial differential list.
List additional questions you would have for the patient based on their previous answers and the reasoning process.
Give the answers to those questions and how they influenced your differential. By this time your differential should be much shorter.
Then list what tests you would order for this patient. Make up some findings. Give a rationale for ordering vs. not ordering a test for that patient. Give an overall plan for diagnostic testing with the rationale for each test.
Discuss how the test results support or rule out the diagnoses left on your differential list.
List the top 3 diagnoses you are left with. How likely do you consider each to be? Why?
Please place a copy of the grading rubric at the end of the scenario.
When you have completed your assignment, save a copy for yourself and submit a copy to your instructor using the Assignment by day Seven of the workshop.
Review the rubric to make sure you understand the criteria for earning your grade.

Discuss the critical thinking process involved in the diagnostic reasoning of SUD.

Posted on November 8, 2022 | by KN Simon

Discuss the critical thinking process involved in the diagnostic reasoning of SUD.

Introduction and Alignment

We are admonished in 1 Peter 5:8 to:

“Be sober [well balanced and self-disciplined], be alert and cautious at all times. That enemy of yours, the devil, prowls around like a roaring lion [fierce hungry], seeking someone to devour” (Amp).

Discuss the critical thinking process involved in the diagnostic reasoning of SUD.

This week’s topic is Substance Use Disorders (SUD). In a survey conducted by the NIH in 2013, 24.6 million people had used an illicit drug the preceding month. In a study by the Partnership for Drug-Free Kids in 2010, an estimated 23.5 million people were addicted to alcohol and drugs. The impact of SUD can have mild to severe consequences. Consider the financial cost of smoking one pack of cigarettes a day. Consider the severe consequences of a child being placed in foster care after a parent becomes addicted to alcohol, heroin or cocaine and can no longer provide physically, emotionally, spiritually or financially. What about the hours of work productivity that are lost due to SUD? What about the economic cost to society as we provide housing, medications, and treatment for those that suffer from substance use disorders and their families who because of SUD have lost all means of provision. The enemy of our souls seeks to destroy us as individuals, as families, as communities, and as a nation and uses SUD to help achieve his goal.

In the previous assignments, you have been introduced to the diagnostic reasoning process and elements of the history and physical exam that help you work through the diagnostic reasoning process. This assignment is an opportunity to begin to practice the diagnostic reasoning process as we examine Substance Use Disorders.

Upon successful completion of this assignment, you will be able to:

Discuss the critical thinking process involved in the diagnostic reasoning of SUD.
Identify SUD diagnoses and the history and mental status exam findings associated with them.
Select appropriate evidence-based practice (EBP) resources for use in the diagnostic process.
Identify the elements of history, physical exam, and mental status exam on which to base SUD diagnoses.
Demonstrate diagnostic reasoning in the development of differential SUD diagnoses based on client history, physical exam and mental health exam findings.

Resources

DSM V
Video: Workshop One Differential DX*
File: EBP and Diagnostic Reasoning
File: IWU PMHN-622 Progress Note
File: View SUD Case Study in Workshop 1.5

Background Information

Differential diagnosis is a process used by health care providers to identify a correct diagnosis for a patient. A provider will create a list of possible diagnoses based on signs, symptoms, laboratory results and other diagnostic testing. In a systematic fashion, diagnoses are eliminated until the final diagnosis remains.
The process of narrowing down the list of diagnosis is accomplished by gathering subjective information that is relayed by the patient or objective information as gleaned from a physical exam, mental status exam and diagnostic testing. It is important to understand that the diagnosis process begins as a list of possibilities and ends as a single diagnosis.
While you are learning, it is very important to understand the diverse possibilities. While you should be open to the unusual diagnoses, remember common things occur commonly. However, if the less likely possibility has the potential to be life-threatening, it needs to be ruled out. Chest pain following a hard workout in a 20 year old is more than likely musculoskeletal, but you need some evidence to demonstrate that it is not cardiac before you rule it out.
Some patients will have every symptom described in the literature, some will have only have enough to meet the diagnosis definition. In psychiatric mental health and according to the DSM V, a certain combination of symptoms is necessary to make an accurate mental health diagnosis. Sorting this out is part of the reasoning process, and is included in the rationale for your differential.

Instructions

You will review an initial assessment of a substance abuse patient.
Read pages 483-590 in the DSM V. Write your differential diagnosis list and a list of additional questions that you would like for the patient to answer. Submit INITIAL: Diagnostic Reasoning Exercise Assessment Assignment by day three of the week.
Write your differential diagnosis list and list of additional questions that you would like for the patient to answer. Submit to your professor by day three of the workshop.
For your final submission discuss: a) how the complete progress note answered your questions and thereby added to, eliminated from and/or changed your diagnoses list; b) how the answers from the completed progress note to your questions supports or rules out you final diagnosis/es; c) how the physical examination findings from the completed progress note supports or rules out you final diagnosis/es; d) how the subjective answers from the completed progress note supports or rules out your final diagnosis/es; and e) how the mental status examination from the completed progress note supports or rules out your final diagnosis/es.
For your final submission, Give your final/ treating/working diagnosis/es.
Please place a copy of the grading rubric at the end of each scenario.
When you have completed your assignment, save a copy for yourself and submit a copy to your instructor using the WS1.4 FINAL Assessment Assignment by day seven of the workshop.
Review the rubric to make sure you understand the criteria for earning your grade.

Discussion presents the opportunity for you to address the inequality of access to healthcare in the United States using moral and ethical reasoning.

Posted on November 6, 2022 | by KN Simon

Discussion presents the opportunity for you to address the inequality of access to healthcare in the United States using moral and ethical reasoning.

Discussion presents the opportunity for you to address the inequality of access to healthcare in the United States using moral and ethical reasoning. This discussion…

Discussion presents the opportunity for you to address the inequality of access to healthcare in the United States using moral and ethical reasoning.
This discussion presents the opportunity for you to address the inequality of access to healthcare in the United States using moral and ethical reasoning. There is overwhelming evidence that social inequalities affect health outcomes. Many argue that lack of health care access related to poverty is a human rights concern in the United States and that should be subject to public and social justice inquiry. As such, the Affordable Care Act was implemented to promote health equity. Prepare and post a response to the following prompt:
From the viewpoint of a social justice activist, present an argument to a Congressional committee as to the ethical and moral reasons for supporting the implementation of the Affordable Care Act. Through research, anticipate an item of debate that will be offered to you by the panel and use at least one ethical theory or perspective from the text to support your evidence of moral imperative.
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly sources, and properly cite any references in APA style.

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Present the problems in order of priority. Demonstrate your clinical reasoning by selecting nursing interventions that can be supported with evidence from the literature.

Posted on March 29, 2022 | by KN Simon

Present the problems in order of priority. Demonstrate your clinical reasoning by selecting nursing interventions that can be supported with evidence from the literature.

HSNS 205 Case Study Mary.

Case Study:

Mary is 45 years old. She was admitted to a

secure mental health unit as an involuntary client 2 days ago, following her presentation to the A&E department with her husband of 25 years, Ian. Ian mentioned to the A&E mental health nurse that he was getting very worried about Mary and her reputation. Ian says that overthe last month Mary has become increasing high. She just never stops. She is hardly sleeping at all, and she is not eating much.

She has been spending heaps of money, which we dont have, on things we dont want. It doesnt make any sense.

Ian goes on to report that Mary is drinking a lot of alcohol and that usually she hardly ever drinks. She has been talking about sex to a lot of different people. Ian notes that this is unusual behaviour for her, however he has seen it a couple oftimes before in their life together. He doesnt know what has triggered this episode. Mary was reluctant to stay in hospital, however the mental health nurse identified a number
of mental health risks and when seeking her voluntary admission failed, the mental health act was applied and the client was admitted to the
mental health unit.

The mental health team have been monitoring and observing Marys mental health over the past 48 hours. They have

noted that Mary is not sleeping and that her mood is extremely elevated. Her attention to personal grooming and her body language has
sexually promiscuous overtones. Her speech is loud and the content doesnt always make sense.

Today she has taken part in some craft

activities in the unit and chosen to paint herjeans with some words and phrases. She has also done a collage and presented it as a gift to
the mental health staff: Mary would like to leave the unit and considers that there is nothing wrong with her. She states that all that

she needs is to be able to show her love to others. Today she has chosen to wear very brightly coloured and patterned clothing and bright
red lipstick which she has applied thickly, and some of which has smudged. She has chosen to fasten only two buttons on her shirt. She is ir
a hurry have her interview with her mental health workers, because she believes she should go home. She has not yet commenced any
medications, however, the mental health team will review her today and recommend that she commences Olanzapine (Zyprexa) 15mg per day
that she remain in hospital until this acute manic episode is reduced and her safety can be assured.
1- Describe the mental health problem ofthe client in the case study and discuss the prevalence ofthis mental health problem in Australia.

2- What is meant by:
consumer-oriented mental health care? How can this be implemented? Outline the benefits of involving consumers in their own care. Support
your response with evidence from the literature. (Chapter 15 of your Edward et al. (2011) prescribed text will assist you to respond to this
question).

3- Identify medicationls that islare commonly taken for this mental health problem and discuss the nursing management of side

effects related to this medication and how these side effects should be monitored and minimized. (Your prescribed textbook Usher et al
(2009) will assist you to respond to this question).

4- Identify risk factors for the physical health of your case study client. Discuss

the promotion of physical and mental health goals for your client. (Your Edward et al.(2011) prescribed text and your other unit readings
will assist you to respond to this question).

5- Discuss the assessment strategies that are likely to be used for this client and

prioritize them in relation to risk status. (Chapter2 in your Edward et al. (2011 ) prescribed text and MH-OAT will assist you to respond

to this question.

5- Identify the health and well-being problems and relevant nursing interventions for the client in your

case study. Present the problems in order of priority. Demonstrate your clinical reasoning by selecting nursing interventions that can be supported with evidence from the literature.

Identify the three nursing care priorities using the first four steps of the Clinical Reasoning Cycle

Posted on February 7, 2022 | by KN Simon

A suggested structure of Assessment One

CLINICAL SCENARIO – We use NRSG259 Tutorial scenario Giuseppe’s situation as an example to help you understand and structure of Assessment One.

INTRODUCTION: (175 words approx.)

· Introduce the topic and any important and relevant concepts to the reader.

· Indicate the purpose of the paper

· Describe the overall plan or structure of the paper

BODY: (1400 words approx.)

Please note that the table below is to guide you to structure the body of the essay. You will need to use paragraphs to present the discussion in your assignment. The body of the essay includes Part A and Part B:

Part A – identifying three nursing care priorities
Identify the three nursing care priorities using the first four steps of the Clinical Reasoning Cycle Consideree Functional Consequences Theory –(embedded in discussion):
1. Consider the patient – describe facts and contents. This is the first stage of the clinical reasoning cycle, the nurse begins to gain an initial impression of the client’ situation.
For example:

This is an 89 old client – Giuseppe Guinta. He feels breathless on exertion, with wheezing and chest tightness. A 5 x 6x 0.2 cm ulcer is found at his right ankle, with a fair amount of exudate and an offensive smell. Giuseppe lives with his wife, Regina who experiences an intermittent memory loss, in a two- storey house…

· Age-related changes (not modifiable) such as the decreased respiratory muscle tone and efficiency; decreased number of
cilia cells; diminished chemoreceptor sensitivity to hypoxaemia; increased chest-wall compliance (Hunter, 2012, p. 434).

· Risk factors (modifiable) such as smoking, occupational exposure to respiratory toxins, living in a 2storey house, with COPD, etc. (Hunter, 2012, p. 434).

· Negative Functional

Consequences – difficulty

2. Collect cues/information – review the information, gather new information and recall knowledge;
Giuseppe had a history of smoking for

20 years, COPD for 10 years, hypertension and cardiac failure for 6 years…

Giuseppe feels tired easily and has difficulty climbing stairs and managing garden recently. His leg ulcer shows no sign of improvement. He also feels embarrassed about the smell and exudate from his leg ulcer…

performing ADLs; a risk of being socially isolated and depression.
3. Process information – to interpret, discriminate, relate, infer, match the data and predict an outcome.
· COPD – related to smoking

· Shortness of breath – related to COPD and cardiac failure…

· Leg ulcer – related to immobility, smoking, cardiac failure and

COPD…

(You should expand each point with support of the literature evidence.)

Nursing process or clinical reasoning cycle

Posted on February 6, 2022 | by KN Simon

Assessment 1 Review of the Evidence
Task Description You have been asked to review a critical incident, as per the case study for assessments 1.
This assessment is in two (2) parts:

Part 1 (500 words)

Examine the case study and provide a brief, systematic overview (500 words) of the issues that contributed to the critical incident that occurred for the patient (Mrs Spring). You must use a named process or model (E.g. Nursing process or clinical reasoning cycle) to analyse the key issues in the case study. You must reference the model you use and this is the ONLY reference required in part 1 of your assessment. This part of your assessment is about identifying ALL contributing factors and considering the areas that require further enquiry.

Part 2 (1500 words – 500 words per article)

To support your review of this critical incident, you are expected to source three

(3) scholarly, peer- reviewed journal articles. The articles must directly relate to three (3) different issues identified in part A.

Each article must address a different issue. For each article:

– List the full citation for your chosen article

– Provide a summary of the evidence presented within the article.

– Identify and analyse how the evidence in the article could be used to improve nursing practice related to the key issue

– Use additional literature to support this analysis

– Provide a summary of how the article has informed your future practice.

Assessment Due Date Thursday 09/08/2017, 2355hrs
Return Date to Students 21 days following submission
Assessment Length 2000 words total:Part 1) 500 words.
Part 2) 1500 words (comprising 3 sections x 500 words each)

Weighting 40%
Assessment Criteria Part 1 30%Part 2 70%
Referencing Style Author – Date (Harvard)
Submission Online in Moodle (Turnitin Submission box)
Subject Learning Outcomes Assessed 1, 2, 3, 4, 5, 6

ASSESSMENT 1: MARKING GUIDE

Criteria

Absent Inadequate Satisfactory Good Excellent Marks
Part 1 (30%)
▪ Identification of all issues that contributed to the critical incident experienced by the patient in the case study, inclusion of one (1) key reference to support this identification
0

1-12

13-16

17-20

21-25

/25
Part 2 (70%)

/75

· First article➢ Full citation (scholarly/peer reviewed article)
and summary of evidence

➢ how the evidence could be used to improve nursing practice related to the key issues

1-4

5-6

7-8

9-10

· Second article
➢ Full citation (scholarly/peer reviewed article)

and summary of evidence

➢ how the evidence could be used to improve

nursing practice related to the key issue

1-4

5-6

7-8

9-10

▪ Third article➢ Full citation (scholarly/peer reviewed article)
and summary of evidence

➢ how the evidence could be used to improve

nursing practice related to the key issue

1-4

5-6

7-8

9-10

▪ Provide a summary of how the articles have informedyour future practice 0 1-4 5-6 7-8 9-10
▪ Use of supporting literature, referencing as per Schoolguidelines
· Objective and professional writing style, appropriate use of academic language

0 1-7.4 7.5-9.5 10-12 12.5-15

reasoning and the implementation needed to deliver quality nursing care

Posted on February 6, 2022 | by KN Simon

QUESTION 1

Many sources exist that are triggers for theory development through the study of concepts and their related propositions. One such trigger is the research process, which, while it answers many questions, generates others based on research outcomes. Identify some possible questions for research study, the answers to which would serve to generate theory.

QUESTION 2

Choose a theory that finds practical application in critical care/pediatric/psychiatric nursing and discuss the origins of the theory based on the following criteria:

How did the happenings of the nursing profession impact the origin of this theory?
What values, evidence, or existing knowledge did the theorist cite to support the theory?
What was the theorist’s motivation behind writing the theory?
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Develop an educational curriculum for nursing students on the nursing process, critical thinking, critical reasoning and the implementation needed to deliver quality nursing care

Reflective Essay for Nursing on Clinical Reasoning

Posted on February 6, 2022 | by KN Simon

A Reflective Essay for Nursing on Clinical Reasoning The purpose of this assessment to demonstrate beginning skills in critical thinking, clinical
reasoning, clinical judgement, and reflective practice; through the use of a professional portfolio. A Reflective Essay for Nursing on Clinical Reasoning

1. Watch the video vignette demonstrating TPR assessment https://www.youtube.com/watch?v=550mSnqtqRA&feature=youtu.be
2. Select one of the following NMBA Registered Nurse Standards for Practice (2016) from the Nursing Competency Assessment Schedule (NCAS) document:
a) Standard 2: Engages in therapeutic and professional relationships
OR
b) Standard 4: Comprehensively conducts assessments.
3. Using Gibb’s Cycle of Reflection [attached below] is a structured framework, reflect on
the challenges that exist in completing objective and accurate clinical assessment, and what this will mean for you as a student on clinical placement next semester. A Reflective Essay for Nursing on Clinical Reasoning

Examine the case study and provide a brief, systematic overview (500 words) of the issues that contributed to the critical incident that occurred for the patient (Mrs Spring). You must use a named process or model (E.g. Nursing process or clinical reasoning cycle) to analyse the key issues in the case study.

Posted on February 4, 2022 | by KN Simon

Assessment task 1

Assessment 1	Review of the Evidence
Task Description	You have been asked to review a critical incident, as per the case study for assessments 1. This assessment is in two (2) parts: Part 1 (500 words) Examine the case study and provide a brief, systematic overview (500 words) of the issues that contributed to the critical incident that occurred for the patient (Mrs Spring). You must use a named process or model (E.g. Nursing process or clinical reasoning cycle) to analyse the key issues in the case study. You must reference the model you use and this is the ONLY reference required in part 1 of your assessment. This part of your assessment is about identifying ALL contributing factors and considering the areas that require further enquiry. Part 2 (1500 words – 500 words per article) To support your review of this critical incident, you are expected to source three (3) scholarly, peer- reviewed journal articles. The articles must directly relate to three (3) different issues identified in part A. Each article must address a different issue. For each article: – List the full citation for your chosen article – Provide a summary of the evidence presented within the article. – Identify and analyse how the evidence in the article could be used to improve nursing practice related to the key issue – Use additional literature to support this analysis – Provide a summary of how the article has informed your future practice.
Assessment Due Date	Thursday 09/08/2017, 2355hrs
Return Date to Students	21 days following submission
Assessment Length	2000 words total:Part 1) 500 words. Part 2) 1500 words (comprising 3 sections x 500 words each)
Weighting	40%
Assessment Criteria	Part 1 30%Part 2 70%
Referencing Style	Author – Date (Harvard)
Submission	Online in Moodle (Turnitin Submission box)
Subject Learning Outcomes Assessed	1, 2, 3, 4, 5, 6

Assessment 1: Marking Guide

Criteria	Absent	Inadequate	Satisfactory	Good	Excellent	Marks
Part 1 (30%)
▪ Identification of all issues that contributed to the critical incident experienced by the patient in the case study, inclusion of one (1) key reference to support this identification	0	1-12	13-16	17-20	21-25	/25
Part 2 (70%)
						/75
· First article➢ Full citation (scholarly/peer reviewed article) and summary of evidence ➢ how the evidence could be used to improve nursing practice related to the key issues	0 0	1-4 1-4	5-6 5-6	7-8 7-8	9-10 9-10
· Second article ➢ Full citation (scholarly/peer reviewed article) and summary of evidence ➢ how the evidence could be used to improve nursing practice related to the key issue	0 0	1-4 1-4	5-6 5-6	7-8 7-8	9-10 9-10
▪ Third article➢ Full citation (scholarly/peer reviewed article) and summary of evidence ➢ how the evidence could be used to improve nursing practice related to the key issue	0 0	1-4 1-4	5-6 5-6	7-8 7-8	9-10 9-10
▪ Provide a summary of how the articles have informedyour future practice	0	1-4	5-6	7-8	9-10
▪ Use of supporting literature, referencing as per Schoolguidelines · Objective and professional writing style, appropriate use of academic language	0	1-7.4	7.5-9.5	10-12	12.5-15

This assignment is worth 40% of the total assessment for this subject. Comments

/ 100

Late Penalty (if applicable):

Case Study for Assessments 1

Mrs Spring is a 70 year- old woman who underwent a small bowel resection for bowel cancer at a metropolitan hospital on the morning of 21 May 2017. Mrs Spring was transferred to the Surgical ward post-operatively at 1430 hours following the procedure.

A Medical Officer (MO) assessed Mrs Spring at 1630 hours on 21 May due to the patient reporting abdominal pain and distension. Mrs Spring’s distended abdomen and pain levels were documented in the patient’s health record by the MO and a phone call was made to report this information to the surgeon who performed the procedure. Analgesia was prescribed (10mg morphine SC) at 1715 hours to be given PRN 6 hourly in response to the patient’s reports of pain.

Ms Tracey was the RN working on the 15-bed surgical ward with an Enrolled Nurse (EN) on 21 May. Ms Tracey had been a registered nurse for five years. As per hospital policy, Ms Tracey and the EN were the only two staff members rostered to the ward on night-shift that commenced at 2245 hours.

The surgical ward was at capacity on the night of 21 May. Two of the other male patients admitted to the unit were distressed; one was continuously vomiting post-cholecystectomy and the other a dementia patient who was post TURP, he had already experienced a fall on the afternoon shift. During the night, he was agitated and walking into other patient’s rooms.

There was also a female patient admitted to the ward who was very upset at being placed in a room with male patient’s due to her religious beliefs. This patient, who had very limited English language skills, was crying and expressing anger over the fact that hospital management had not resolved this issue as promised to the patient and her husband on the afternoon shift.

It was hospital procedure that staff in the Post-Anaesthesia Care Unit (PACU), located adjacent to the surgical ward assist the surgical staff when needed. The RN in-charge of the PACU on night-shift was required by hospital policy to regularly check by phone with the surgical RN to see if assistance was required. There was no request made for assistance by Ms Tracey on the night of 21 May despite the fact the in-charge of the PACU reportedly contacted Ms Tracey five (5) times throughout the shift.

At 0210 hours on 22 May 2017, Ms Tracey documented the following in Mrs Springs health record:

‘Temp 38.9, P 126, Resp Rate 28 and BP 105/70’

These were the only observations documented during the night- shift.

There was no evidence of analgesia administration documented on Mrs Springs medication chart by the time day-shift staff commenced work. The day- shift RN for 22 May did report that Ms Tracey had verbally stated that she had been “flat out” all shift and had “not finished her notes” by the time handover occurred.

At 0700hrs RN Tracey requested to morning staff that she handover at the nurse’s station as she had to get home quickly to get her kids to school but she would return later to complete her nursing notes. Morning nursing staff received handover from RN Tracey and proceed with their shift.

At 0745 hours, a PACE call was made on Mrs Spring. Her observations were Temp 39 degrees, HR 140bpm, RR 30 BP 80/46, SaO2 87%. Mrs Spring was moved to the Intensive Care Unit where she was successfully treated for Sepsis secondary to bowel contamination at the site of the anastomosis.

Did Tuckmans five stages of group development apply to your team? Did some of the stages apply but not others? Explain your reasoning with specific experiences that your team faced and references to at least one of the required textbook chapters from the background materials

Posted on February 4, 2022 | by KN Simon

Did Tuckman’s five stages of group development apply to your team? Did some of the stages apply but not others? Explain your reasoning with specific experiences that your team faced and references to at least one of the required textbook chapters from the background materials

Groups and Teams

Assignment Instructions

For the Module 3 SLP, pick an experience in your workplace when you were assigned to work as part of a team. Think carefully about your experiences working on this team, and how the concepts in the background materials apply to your experiences. Then write a two to three page paper addressing the following issues: 1.Did Tuckman’s five stages of group development apply to your team? Did some of the stages apply but not others? Explain your reasoning with specific experiences that your team faced and references to at least one of the required textbook chapters from the background materials. 2.How would you rate the cohesiveness of your team? Was it not very cohesive, or was it too cohesive to the extent that your team suffered from groupthink? Explain your reasoning with specific experiences that your team faced and references to at least one of the required textbook chapters from the background materials. 3.Based on what you’ve read in the background materials, what do you think could have been done differently with this team to improve its performance?

SLP Assignment Expectations •Answer the assignment questions directly •Stay focused on the precise assignment questions, don’t go off on tangents or devote a lot of space to summarizing general background materials •Make sure to use reliable and credible sources as your references. Articles published in established newspapers or business journals/magazines are preferred. If you find articles on the internet, make sure it is from a credible source. •Reference your sources of information with both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper, including pages 13-14 on in-text citations. Another resource is the “Writing Style Guide”, which is found under “My Resources” in the TLC portal.

BACK GROUND MATERIAL A good place to start is this interactive tutorial:

Group behavior and teams. (2014). Pearson Learning Solutions. New York, NY.

After reviewing the tutorials, dig deeper into this topic with the following readings. Important concepts to focus on in the readings include Tuckman’s five stages of group development, group cohesiveness, and groupthink:

Aswathappa, K. (2010). Chapter 12: Group dynamics. Organizational Behavior. Global Media, Mumbai [Available in Ebrary]

Nair, Suja R. (2010). Groups and Teams. Organisational Behavior. Global Media, Mumbai, pp. 271-298 [Ebrary]

Wellington, P. (2012). Chapter 2: Back to basics – the fundamentals of working in teams. Creating Success, Volume 45: Managing Successful Teams. Kogan Page Ltd. London, GBR [Ebrary]

Garfoot, A. (2003, 05). The reality of virtual teams. IT Training. 32-34. [Proquest]

Sadri, G., & Condia, J. (2012). Managing the virtual world. Industrial Management, 54(1), 21-25. [Proquest]

Rigby, R. (2013). How best to manage a virtual team. The Financial Times [Proquest]

West, Michael A. (2012). Chapter 2: Real teams work. Effective Teamwork : Practical Lessons from Organizational Research (3rd Edition). Wiley-Blackwell. Hoboken, NJ, USA [Ebrary] Note: you may find some of the other chapters worth looking at as optional readings for this module

Armstrong, M. (2013) Chapter 7: Team building. Creating Success, Volume 29: How to Manage People (2nd Edition), Kogan Page Ltd., London [Ebrary]

Aswathappa, K. (2010). Chapter 13: Team dynamics. Organisational Behavior. Global Media, Mumbai, pp. 285-314 [Available in Ebrary]

Tag: reasoning

Apply critical thinking to diagnostic reasoning in case studies

Apply critical thinking to diagnostic reasoning in case studies

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Discuss the critical thinking process involved in the diagnostic reasoning of SUD.

Discuss the critical thinking process involved in the diagnostic reasoning of SUD.

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Discussion presents the opportunity for you to address the inequality of access to healthcare in the United States using moral and ethical reasoning.

Discussion presents the opportunity for you to address the inequality of access to healthcare in the United States using moral and ethical reasoning.

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Present the problems in order of priority. Demonstrate your clinical reasoning by selecting nursing interventions that can be supported with evidence from the literature.

Present the problems in order of priority. Demonstrate your clinical reasoning by selecting nursing interventions that can be supported with evidence from the literature.

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Identify the three nursing care priorities using the first four steps of the Clinical Reasoning Cycle

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Nursing process or clinical reasoning cycle

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reasoning and the implementation needed to deliver quality nursing care

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Reflective Essay for Nursing on Clinical Reasoning

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Assessment task 1

Assessment 1: Marking Guide

This assignment is worth 40% of the total assessment for this subject. Comments

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