Discuss the purpose defining the purpose of the PICO question for the psychiatric mental health nurse practitioner. Explain the purpose of your selected PICO question advanced practice psychiatric nurses or the patients or the populations they treat.

Discuss the purpose defining the purpose of the PICO question for the psychiatric mental health nurse practitioner.
Explain the purpose of your selected PICO question advanced practice psychiatric nurses or the patients or the populations they treat. (SEE BELOW PICO QUESTION SELECTED):

  In African American males aged 18-30, how effective is the utilization of mindfulness meditation compared to traditional pharmacological treatments in managing symptoms of PTSD?
 
Submission Instructions: Try not to use same references used on discussion 1(see attached).
 formatted and cited in current APA style 7 ed  with support from at least 5 academic sources which need to be journal articles or books from 2019 up to now. NO WEBSITES allowed for reference entry. Include doi, page numbers, etc. Plagiarism must be less than 10%.

Case Study :A 53 y/o African American male with a history of CAD s/p remote PCI to unknown vessel(s), ischemic cardiomyopathy, HTN, DM, and CKD III has been hospitalized with decompensated heart failure. He is a retired salesman by profession. He has a 40 pack year history of smoking; he quit after his MI 6 years ago.His medications include: Glyburide 10 mg, isosorbide mononitrate 80 mg daily, spironolactone 100 mg daily, digoxin 0.25 mg daily, furosemide 120 mg daily, enalapril 20 mg daily, and ASA 81 mg daily.Echocardiography demonstrated regional wall motion abnormalities, moderate mitral regurgitation, and an ejection fraction of 25-35%, down from his previous EF of 40-50% on imaging obtained ~6 months ago. The patient was referred for cardiac catheterization.Repeat coronary angiography appreciated multivessel coronary artery disease not amenable to PCI. An intra-aortic balloon pump was placed and CT surgery was consulted for CABG evaluation.On transfer from the cath lab table to the stretcher, the patient converted to ventricular fibrillation and experienced cardiopulmonary arrest. Discuss anticipated invasive/non-invasive monitoring strategies for this patient and his expected hemodynamic parameters.

Case Study :A 53 y/o African American male with a history of CAD s/p remote PCI to unknown vessel(s), ischemic cardiomyopathy, HTN, DM, and CKD III has been hospitalized with decompensated heart failure. He is a retired salesman by profession. He has a 40 pack year history of smoking; he quit after his MI 6 years ago.His medications include: Glyburide 10 mg, isosorbide mononitrate 80 mg daily, spironolactone 100 mg daily, digoxin 0.25 mg daily, furosemide 120 mg daily, enalapril 20 mg daily, and ASA 81 mg daily.Echocardiography demonstrated regional wall motion abnormalities, moderate mitral regurgitation, and an ejection fraction of 25-35%, down from his previous EF of 40-50% on imaging obtained ~6 months ago. The patient was referred for cardiac catheterization.Repeat coronary angiography appreciated multivessel coronary artery disease not amenable to PCI. An intra-aortic balloon pump was placed and CT surgery was consulted for CABG evaluation.On transfer from the cath lab table to the stretcher, the patient converted to ventricular fibrillation and experienced cardiopulmonary arrest. Discuss anticipated invasive/non-invasive monitoring strategies for this patient and his expected hemodynamic parameters.ROSC was achieved after 3 minutes of ACLS and the patient was transferred to the CCU intubated and on vasopressor support. As the CCU AGACNP, you physically examine the patient and note that he is pallid, cold to the touch, with diffuse rhonchi on auscultation, and 3 pitting edema to his bilateral lower extremities.Answer the questions below in 3 pages or less (excluding title page and references), in APA format.1. Summarize the pathophysiology that is occurring in this patient.2. Discuss anticipated invasive/non-invasive monitoring strategies for this patient and his expected hemodynamic parameters.3. Summarize the management of the patient in the above scenario. Discuss the management decision based on evidence from the literature and utilization of current practice guidelines. At least one peer-reviewed, scholarly publication should be discussed, providing statistics from a research study or systematic review/meta-analysis. 

Describe how mechanical ventilation would be used to treatthis disease process and specifically how your assigned mode isuseful in the treatment of this disease/disorder.

concise, attractive, and professional visual aid such as a PowerPoint presentation. Include appropriate images such as graphs/charts, pictures, x-rays. 
 ? Introduction (Define disease)? Etiology? Pathophysiology? Clinical Manifestations/Diagnosiso Physical Examinationo Expected Medical/Maternal Historyo Expected Laboratory Findingso Diagnostic Testso Expected ABGs/Special Procedureso Chest X-ray? Treatment/ Managemento Non-invasive ventilation (CPAP/BiPAP)o Invasive (mechanical) ventilation: In a minimum of two paragraphs,you must describe how mechanical ventilation would be used to treatthis disease process and specifically how your assigned mode isuseful in the treatment of this disease/disorder.o Respiratory Therapy (i.e. O2 therapy, airway clearance,hyperinflation, postural drainage, etc.)o Experimental Therapieso Medications (both respiratory and nursing)? Prognosis 
15 slides… 

What leaders do you admire in the organization?  What do they do to attract admiration?

 Assignment 1:
Assuming that the project sponsor has formally authorized your project (from group assignment 4) and funding has been approved, now it is time to start your planning phase. Project management is typically a team-based management methodology. For training purposes, however, the lab assignments will be completed individually. The objective of the lab assignments is to use MS Project to develop a performance measurement baseline (PMB). The PMB includes three baselines: the scope baseline, the schedule baseline, and the cost baseline.
Connections to the Course Learning Outcomes
Use Microsoft Project to develop a schedule, allocate resources to project activities, resolve resource allocation issues, set a baseline, and determine the cost baseline of a project.
Create project reports and evaluate project performance based on the baseline.
Instructions
1. Create a new project file in Microsoft Project and use the “Save as” function to rename the file with your last name, your first initial, and your project title. Example: AlexisJ_EletricTruckProject. (1point).
2. Use the file Properties from the “Backstage” view in Microsoft Project to enter a brief description of the project objectives in the Comments field. Remember, project objectives must be SMART. Complete the other Properties as appropriate. (Hint: Go to File>Info>Project Information>Advanced Properties>Comments). (2points)
3. From the Gantt chart view, with the Entry Table applied, enter 20 deliverables for your project in the Task Name column, including some project management deliverables. Remember, typically, a deliverable is a component part of the project and is expressed as a noun/adjective – NOT a verb (Hint: see the lecture on project planning for examples). It is acceptable to breakdown your project into phases, and then deliverables and sub-deliverables. (7points). The 20 deliverables include sub-deliverables and work packages. A work package is a small deliverable.
4. If you have not done so, breakdown the deliverables of your project into work packages and enter them as subtasks under the deliverables. Remember, it is okay to combine a phase-based with a deliverable-based approach. In fact, you are encouraged to use the phases you created for your project earlier in the course. If you need a hint, refer to the lecture on scope management. (2 points)
5. Breakdown the work packages into project activities. Note that unlike deliverables, activities are the actual actions you need to perform to complete the deliverables/work packages or phases.  Activities are expressed as verb phrases. If you need a hint, review the lecture on schedule management. (6 points)
6. Use the “Indent/Outdent Task” command from the Task tab in Microsoft Project to create a hierarchy of deliverables/work packages/activities. This hierarchy will help you plan better your project. (1point)
7. Use the default WBS coding system in MS Project to code your WBS. (Hint: From the Format tab> Outline Number). (1point)
Note:  The total items in your project files should consist of at least 50 lines, including deliverables, work packages, and activities. Remember that planning is an iterative process.  You can always revise your plan as more information becomes available. Your project activities must be completely original – do not copy information from another source.  You will receive a zero score for any assignments that are not original.
Hint: Review the attached file to see how to structure your deliverables, work packages, and activities. Pay careful attention to the nomenclature.
PJM5900_WBS And Activity Example-1.pdf
Actions
Note: This assignment is to test your understanding of the difference between project deliverables and activities. Do not enter any information other than what is required to complete the assignment. For example, do NOT enter activity duration – do NOT enter resources. We will progressively complete the schedule and budget for your project. Microsoft Project Training Resources are available in Canvas>Modules>Microsoft Project Resources.
Save your work and submit your Microsoft Project file to your instructor via the submission link below. This assignment is due no later than Sunday of the EIGHTH week of the class. E-mail submission will be rejected.
Watch these videos before you submit lab assignment 1:
https://youtu.be/UvI6ueM8QQwLinks to an external site.
https://youtu.be/WoL_FQG6R4MLinks to an external site.
Assignment 2:
 
Interview your manager or any other leader in a current or previous organization.  The goal is to tap their insights, experiences, thoughts, and philosophy about leading and managing professional people.
Use some of these questions as guidelines for the interview:
What attracted you to this organization? (initial excitements, impressions)
What do you value most—about yourself, your job, the organization?
What are the core values of this organization, the key things without which this organization would not exist?
Recall a time when you felt most alive, involved, joyful, peak form, or excited: What made it an exciting experience?
What current project management practices serve you well?  Why?
What current practices, processes, or forms do not help?  Why?
What concerns do you have about project, program, or portfolio management in this organization? 
Describe successes and/or failures that contributed to your professional development..
What issues or topics are of most concern to you?
How may I help you or this organization perform better?
What leaders do you admire in the organization?  What do they do to attract admiration?
What is the most important piece of advice you would share to leaders or team members working on technical projects?
Summarize responses, your impressions, and impact on your own leadership style in a posting.  Comment on other posts.
Assignment 3:
 Search the Internet, your textbook, course material, or a textbook on organizational behavior for leadership and emotional quotient tests that allow you to determine your predominant style.Your character  strengths are the qualities that come most naturally to you and serve you best when leading and motivating others.  Complete the VIA survey at  https://www.viacharacter.Links to an external site. orgLinks to an external site. .  
How would you characterize your own leadership style, in terms of strengths, character, and areas for development?
Reflect on any insights gained about leadership, management, and yourself.
What is your Emotional Quotient? Does it help or hinder your performance?
 
Assignment 4:
Most of us have experienced organizational change, whether we were charged with leading it, part of the opposition, or were just along for the ride as employees. Think back to an experience you have had dealing with a changing organization.
Describe what happened, and then reflect:  How was the situation handled?  Could it have been handled better?  How well did it or could have followed the three stages of change (as described in the text book)?  What suggestions would you make to facilitate a smoother change?  Were any ethical issues involved?
Comment on the narrated Slide Set–Leading Organizational Change–in this section which describes a path for implementing change management.
Based also upon the leadership continuum concepts presented in the Slide Set, what leadership approaches are active in your organization? How might the approach be changed when applied to technical projects?

evelop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization’s resources and its ability to provide quality care.

Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.
TOPIC- RISING COST IN HEALTH CARE LEADING  DIFFICULTY TO RECRUIT AND RETAIN QUALIFIED MEDICAL STAFF
Introduction
Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.
Background and Context
As a master’s-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.As a master’s-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.
Instructions
For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.Overall, your assessment submission will be assessed on the following criteria:

Summarize the health care economic issue that you are addressing.

Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, and national levels; and proposed changes or actions to address the issue.

Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.
Identify the impact your issue has on health care institutions and health care providers at the local community, state, and national levels.
Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.
Incorporate ethical, cultural, and diversity principles when picking resources and making recommendations for change in your assessment.

Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

Additional Requirements

Audience: Make sure you are addressing your letter to an actual local or state official.

For most states, you can use the following resource:

For local officials, search your city’s government website for officials and their positions.

Length of Submission: 1–2 double spaced pages. Your letter needs to be succinct and persuasive.
Number of References: Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.
APA formatting: Resources and citations are formatted according to current APA style.

Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.

Summarize the health care economic issue that you are addressing.

Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.

Explain the positive outcomes that will occur if the issue is addressed and negative outcomes that will occur if the issue is not addressed.

Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.

Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, and national levels; and proposed changes or actions to address the issue.

Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization’s resources and its ability to provide quality care.

Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.

Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

What types of systems and procedures can be established to make our schools more water efficient?Energy

 
Through this week’s Learning Resources, you become aware not only of the prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder. These behaviors have drastic impacts on health. In clinical practice, social workers need to know about the resources available to clients living with an eating disorder and be comfortable developing interdisciplinary, individualized treatment plans for recovery that incorporate medical and other specialists.
For this Discussion, you focus on guiding clients through treatment and recovery.
To prepare:

Review the Learning Resources on experiences of living with an eating disorder, as well as social and cultural influences on the disorder.
Read the case provided by your instructor for this week’s Discussion.

By Day 3sponse in which you address the following:

Provide the full DSM-5 diagnosis for the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Explain why it is important to use an interprofessional approach in treatment. Identity specific professionals you would recommend for the team, and describe how you might best utilize or focus their services.
Explain how you would use the client’s family to support recovery. Include specific behavioral examples.
Select and explain an evidence-based, focused treatment approach that you might use in your part of the overall treatment plan.
Explain how culture and diversity influence these disorders. Consider how gender, age, socioeconomic status, sexual orientation, and/or ethnicity/race affect the experience of living with an eating disorder.  

 
Required Readings
American Psychiatric Association. (2013g). Feeding and eating disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm10
Khalsa, S. S., Portnoff, L. C., McCurdy-McKinnon, D., & Feusner, J. D. (2017). What happens after treatment? A systematic review of relapse, remission, and recovery in anorexia nervosa. Journal of Eating Disorders, 5(20), 1–12. doi:10.1186/s40337-017-0145-3
Lewis, B., & Nicholls, D. (2016). Behavioural eating disorders. Paediatrics and Child Health, 26(12), 519–526. doi:10.1016/j.paed.2016.08.005
American Psychiatric Association. (2013p). Somatic symptom and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm09
Brown, P., Lyson, M., & Jenkins, T. (2011). From diagnosis to social diagnosis. Social Science & Medicine, 73(6), 939–943. doi:10.1016/j.socscimed.2011.05.031
Kaltura Media Uploader (HTML)
Required Media
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptLaureate Education (Producer). (2018d). Psychopathology and diagnosis for social work practice podcast: Feeding and eating disorder and somatic symptom disorders [Audio podcast]. Baltimore, MD: Author.
TEDx Talks. (2016b, June 29). Starving for the good: An anorexic’s search for meaning and perfection | Elisabeth Huh | TedxUChicago [Video file]. Retrieved from https://www.youtube.com/watch?v=GxI0ewBJdMo
TEDx Talks. (2013b, October 21). An epidemic of beauty sickness | Renee Engeln | TedxUConn 2013 [Video file]. Retrieved from https://youtu.be/63XsokRPV_Y
TED Conferences, LLC (Producer). (2016). What happens when you have a disease doctors can’t diagnose [Video file]. Retrieved from https://www.ted.com/talks/jen_brea_what_happens_when_you_have_a_disease_doctors_can_t_diagnose
Optional Resources
Axelsson, E., Andersson, E., Ljótsson, B., Finn, D. W., & Hedman, E. (2016). The health preoccupation diagnostic interview: Inter-rater reliability of a structured interview for diagnostic assessment of DSM-5 somatic symptom disorder and illness anxiety disorder. Cognitive Behaviour Therapy, 45 (4), 259–269. doi:10.1080/16506073.2016.1161663
Marzilli, E., Cerniglia, L., & Cimino, S. (2018). A narrative review of binge eating disorder in adolescence: Prevalence, impact, and psychological treatment strategies. Adolescent Health, Medicine and Therapeutics, 2018(9), 17–30. doi:10.2147/AHMT.S148050
Vartanian, L. R., Trewartha, T., & Vanman, E. J. (2016). Disgust predicts prejudice and discrimination toward individuals with obesity. Journal of Applied Social Psychology, 46(6), 369–375. doi:10.1111/jasp.12370
Document: Suggested Further Reading for SOCW 6090 (PDF) Note: This is the same document introduced in Week 1.
Optional Media
Sagey, L., & Blair, R. (Producers). (n.d.). Anorexia: What therapists and parents need to know [Video file]. Retrieved March 22, 2018, from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=386
The Case Study is below
  
The Case of Diamond
Intake Date: August 2019
DEMOGRAPHIC DATA: This was a voluntary intake for this 28-years-old single African American female. Diamond lives with a 24-years-old female roommate in New York City. She has a bachelor’s degree in Art History and is employed by a major New York museum. Diamond was born and raised in Virginia and moved to New York 4 years ago for employment. 
CHIEF COMPLAINT: “My roommate suggested I go to therapy. I do not agree. I can handle my life, but she threatened to move out and I cannot afford the apartment by myself.” 
HISTORY OF PRESENT ILLNESS: Diamond admitted to purging and frequent use of laxatives to try and keep her weight down. Diamond reported her weight was being monitored by a nutritionist and she had lab work done to be sure she remained healthy. Diamond reports that she was much heavier as a teenager and wants to confirm she doesn’t get like that again. 
Diamond reported that she has a very stressful job. She stated that approximately one month ago she started to have difficulty concentrating at work. She had several altercations with coworkers as well. Several weeks ago Diamond reported that a coworker “said something nasty and I lost it.” Diamond reported that she was angry and “hit everything I knew I could—but that did not help.” Diamond also reported being under stress due to applying for her master’s degree in art history and difficulties with her boyfriend. 
Diamond complained of depression with insomnia and sleeping only a few hours per night, feeling confused, decreased concentration, irritability, anger, and frustration. She admitted to suicidal ideation. She complained of feeling paranoid over the past few weeks and believed the police were after her and that she heard them outside her door. This was another reason her roommate wanted her to seek treatment. Diamond reported she was emotionally abused as a child and suffered from post-traumatic stress disorder, but she denied a history of flashbacks or nightmares or any avoidance of the person who she says emotionally abused her. 
Diamond noted that at times over the past year she has very strange experiences of being overwhelmed with fear. At these times she begins sweating, has chest pains and chills, and thinks she is going crazy. It concerns her terribly that these may happen at inappropriate times. Reluctantly, Diamond admitted to bingeing several times per month since she was 17-years-old. 
PAST PSYCHIATRIC HISTORY: Diamond denies any history of psychiatric problems in the past. Diamond admits to using alcohol periodically but rarely to excess. 
MEDICAL HISTORY: Diamond is allergic to penicillin and has a lactose intolerance. She wears glasses for reading. 
PSYCHOSOCIAL AND DEVELOPMENTAL HISTORY: Diamond’s parents were married when her mother was 19-years-old, and Diamond was born the following year. Two years later, Diamond’s sister was born. Diamond reports her mother stated Diamond’s personality changed; she became stubborn and difficult. Diamond’s mother said that Diamond began biting, having temper tantrums, and has been moody since then. Diamond states she “adores her father” because he was never the disciplinarian. When Diamond was 12-years-old, her parents separated for 2 weeks. Diamond reported her mother quit college after Diamond’s birth and returned to college after her sister’s birth. She said her father worked all the time, and there was a housekeeper who cared for the children. 
Diamond reports that when she was in high school, her maternal aunt, who was dying of cancer, came to live with the family and this was very stressful for the family. During those years, Diamond told the school counselor that her mother was abusive, and school officials visited the family. During the visit, Diamond had a temper tantrum and there was no further investigation. 
Diamond reports she was always an above-average student who rarely studied. She said she was always hyperactive and had difficulty sitting in school. Diamond stated that in college she had a 3.8 GPA and was on the Dean’s list. Diamond is currently applying for admission to graduate school and has taken some courses toward her master’s degree. 
Currently, Diamond is friendly with her roommate but does not have many other friends. “I don’t trust anybody.” Diamond states that when she lived in Connecticut during college, she had many friends. 
Diamond worked during summer vacation while in high school. She baby sat during college and worked as a graduate assistant. Since graduating from college, Diamond has been employed by a museum. Diamond reports she currently has financial problems due to living in New York. 
MENTAL STATUS EXAMINATION: Diamond presented as a slightly overweight, somewhat disheveled, African-American female. She was relaxed but very restless during the interview. Her facial expression was mobile. Her affect during the initial interview was constricted and her mood dysphoric. Diamond’s speech was pressured, and she spoke in a loud voice. At times, her thinking was logical; and at other times, it was illogical. Diamond denied hallucinations but complained of hearing policemen outside her sometimes. She denied homicidal ideation. She initially admitted to suicidal ideation but then denied it. 
Diamond was oriented to person, place, and time. Her fund of knowledge was excellent. Diamond was able to calculate serial sevens easily and accurately. Diamond repeated 7 digits forward and 3 in reverse. Her recent and remote memory was intact, and she recalled 3 items after five minutes. Diamond was able to give appropriate interpretations for 3 of 3 proverbs. Her social and personal judgment was appropriate. Diamond’s three wishes were: “To be skinny, to have a big house where I can take in all the stray cats, and for a million more wishes.” When asked how she sees herself in 5 years, Diamond replied, “Hopefully graduating from graduate school.” If Diamond could change something about herself, she would “make myself thin.”

How is goal setting effective in helping the athlete?

part 1 Goal Setting”
Read and study Chapter 16 in your text on Goal Setting.
Which type of goal is best? Provide examples of three types of goals and why they are effective.
How is goal setting effective in helping the athlete?
Let’s put this into practice. Read page 388 on SMARTS goals and write a personal SMARTS goal for yourself, based on the sport or hobby you enjoy the most
PART 2 respond to two peers
Peer1 In this week’s discussion we look into the topic of goal setting and how it applies in sports psychology. Before we choose which type of goal is best let’s look at three different one’s and decide. Outcome goals: these calls typically focus on the competitive result of any event (Weinberg & Gould, 2023). For example, winning a race earning a medal, etc. These goals being achieved depends on not only your own personal efforts, but the efforts of your opponent as well. Playing to the best of your abilities and still losing results in not achieving this type of goal.
Performance goals: These goals focus on achieving certain standards or performance objectives. They focus on comparisons of one’s past achievements. These goals and achievements are flexible and can be controlled by the individual (Weinberg & Gould, 2023). For example, running 1 mile in 6 minutes and performing better the next time around.
Process goals: These goals focus primarily on the individual themselves. It all depends on their engagement during performance to execute or perform well. For example, an athlete who is in rehab for an injury may set the goal of slowly moving through a range of motion while maintaining good form on certain exercises (Weinberg & Gould, 2023). Research done by Kingston and Hardy in 1997 has shown that this goal is particularly effective in having a positive
influence (Weinberg & Gould, 2023).
After reviewing the three goals the best one overall sounds like process goals. These goals are based of the individual themselves which seem best and more achievable. They also have a positive influence which has been researched and studied by Kingston and Hardy (1997). Goalsetting has been proven to be effective in every aspect of life. But when it comes to athletes it can help them improve their performance and mindset. Setting goals for yourself as an athlete can help you accomplish lots of things. To give a personal example, throughout my years of playing high school my goal was to always be captain of the team. What I loved about the ideas around my soccer team was that you didn’t have to be the best player or score a certain number of goals to be captain. It was about your attitude, mindset, and so on. The way I got to being captain was by motivating my teammates, giving them advice, and helping them alter their mindset on winning. After reading SMART goals this is how I would write personal SMART goals for myself in soccer. Specific: To improve on my foot work and keeping my head up.
Measurable: I will measure this by seeing how long I can keep my head up while having the ball in my possession as well as how many times I can keep as giving them advice, and helping them alter their mindset on winning. After reading SMART goals this is how I would write personal SMART goals for myself in soccer. Specific: To improve on my foot work and keeping my head up.
Measurable: I will measure this by seeing how long I can keep my head up while having the ball in my possession as well as how many times I can keep as well as loose the ball while playing smart.
Action: Head has to be up while having the ball in possession and footwork by maneuvering the ball through other opponents.
Realistic: The goal can be achieved when practicing solo. During a match it may be harder but can ultimately be improved.
Timely: I would give myself a span of three months to achieve this with practice daily.
Self-determined: The goal is being set by myself to help improve my skill overall.
Reference: Weinberg, R. S., & Gould, D. (2023). Foundations of Sport and Exercise Psychology (Eighth). Human Kinetics.wc- 558
Peers 2 Goal SettingCOLLAPSE Hello Dr. Razo and classmates,I find performance goal is best for me. Yet mention that a combination of all goal types is best, outcome, performance, and process. Certainly, different types of goals are most effective under different circumstances. The first examples are outcome goal. I believe they are effective because the aim to win. Secondly performance goals. Performance goals are based on achieving a mark such as a 3.75 GPA according to CALE. Lastly process goals are specific procedures. I find this type of goal must challenging to adhere to. My most recent exercise goal included a daily walk of 6000 steps. This type of goal is up to me. Goal setting is effective in helping an athlete because it is the core of achievement. For most athletes’ performance is highly linked to the setting goals. Goals are a motivation tool that commit the athlete to invest time, work, and resources to achieve success (Weinberg & Gould, 2019). Goals improve performance for Olympic athletes (Weinberg & Gould, 2019. To put this into practice a personal SMARTS goal for me is based on my interest of reading. SMARTS stand for specific, measurable, ac
Hello Dr. Razo and classmatI find performance goal is best for me. Yet mention that a combination of all goal types is best, outcome, performance, and process. Certainly, different types of goals are most effective under different circumstances. The first examples are outcome goal. I believe they are effective because the aim to win. Secondly performance goals. Performance goals are based on achieving a mark such as a 3.75 GPA according to CALE. Lastly process goals are specific procedures. I find this type of goal must challenging to adhere to. My most recent exercise goal included a daily walk of 6000 steps. This type of goal is up to me. Goal setting is effective in helping an athlete because it is the core of achievement. For most athletes’ performance is highly linked to the setting goals. Goals are a motivation tool that commit the athlete to invest time, work, and resources to achieve success (Weinberg & Gould, 2019). Goals improve performance for Olympic athletes (Weinberg & Gould, 2019. To put this into practice a personal SMARTS goal for me is based on my interest of reading. SMARTS stand for specific, measurable, ac
Part 3 “Practical Application of Sport Psychology”
This PowerPoint presentation is worth 15% of your grade.
Please use the APA format and cite at least four (4) sources on the slides. I have guidelines on using the APA format and citing sources attached here for you.
Select a problem or situation you have observed in a physical activity setting that could be prevented or improved upon using the principles you have learned in sport and exercise psychology. Please limit your selection of problems or situations to the following areas: Arousal, Stress, and Anxiety (chapter 5)
Imagery (chapter 14)
Self-confidence (chapter 15)
Goal setting (chapter 16)
Attention or concentration (chapter 17)
You may consider situations that you might encounter as a coach, physical educator, athletic trainer or physical therapist, fitness professional, and so on. In other words, although the type of problem that you tackle is limited (e.g., teamwork), the situation to which you choose to apply your knowledge is not. Design a program or intervention to prevent or improve the situation. Be specific! In the event that you encounter this situation in the real world, you should be able to use the material that you’ve developed for this project as is. Note: If you choose a topic or intervention based on a chapter not yet covered in class, you are responsible for being familiar with the material relevant to that chapter when designing your program or intervention. Final Product
Although your final product does not have a firm slide number (for reasons that will become obvious), you should make sure that it is typed, double-spaced and includes the following: An introduction describing the situation, activity, individuals, age group, skill or ability level, and any other circumstances pertinent to the situation for which you are designing your program or intervention.
1-2 slides highlighting the literature reviewed to decide on effective interventions.
A complete description of your program or intervention. How will it work? If it is designed to take place in stages, what are these stages? How often should each stage be used? How will you know if your program or intervention has been effective?
Any forms, visual aids, or other materials you would use to implement your program or intervention (e.g., if you’re doing a goal-setting intervention for high school basketball players, develop the actual form or visual aid you would use for recording goals). The key to this part of the assignment is to be creative and specific!
List the limitations of your program or intervention: Could you modify it for another sport or a different group? Could you apply these interventions to any person?
Assignment Requirements (Use as a checklist):Use Arial or Times New Roman Font
Minimum of four (4) cited sources
Use APA format and parenthetical citations right after cited material
Make sure your name is on your title slide
Include a title slide and a works cited slide (no abstract needed)
*********************Grading Rubric for Final ProjectItem DescriptionPossible Points
Adequately covers the topics using and citing factual information40
Uses the required minimum scholarly and credible resources in a brief review of the literature (at least four)20
Uses proper organization, following APA style.*This project should include a title slide and a references slide. Parenthetical citations need to be included within the writing on the slides.20
Correct spelling and grammar are used throughout the project20
TOTAL:100
There will be a 10pt. penalty for each day the assignment is late. It is due Sunday, by midnight, of week 3.
There will be a 100 pt. penalty for plagiarizing. This means a 0. If in doubt, cite, cite, cite.
Last, but not least, if you have any questions, please ask.

Discussion Board Question 2 A 20-year-old college nursing student received the Hepatitis B vaccination series as a child. The student visited the health center for a blood test to determine if immunity exists. What is this test called (5 points)? The test confirmed that the student has antibodies for the Hepatitis B virus. What type of immunity does this describe (5 points)? Explain how the student acquired this type of immunity (

Discussion Board Question 2 A 20-year-old college nursing student received the Hepatitis B vaccination series as a child. The student visited the health center for a blood test to determine if immunity exists. What is this test called (5 points)? The test confirmed that the student has antibodies for the Hepatitis B virus. What type of immunity does this describe (5 points)? Explain how the student acquired this type of immunity (20 points). The student was also born with certain immune defenses. Identify two examples of innate immunity (10 points). The student’s sister visited the health center to receive the influenza vaccine. Two days after receiving the vaccine, she developed a fever and was diagnosed with the flu. She asked the nursing student, “Why didn’t the vaccine work? Did the flu vaccine give me the flu?” How should the nursing student best answer both questions (20 points)? Respond to this student: Before I go on differentiate between Type I and Type II Diabetes Mellitus, I will first define each one. Type I Diabetes Mellitus is a chronic condition. During this condition, the pancreas secretes little to no insulin (Mayo, 2023). Insulin is an essential hormone that helps turn food into energy and controls blood sugar levels (MediLexicon, 2022). It usually shows up during childhood, but this is not always true. Many factors, such as genetics and viruses, can cause Type I Diabetes Mellitus. There is no cure for Type I Diabetes Mellitus. Type II Diabetes Mellitus is a condition that happens because there is a problem in the body regulating and using sugar as a fuel. This condition results in too much glucose circulating in the blood. These high glucose levels lead to disorders of various body systems (Atrium Health, April). They both come from different causes. Type 1 is when the pancreas does not make insulin, and Type 2 is when the body becomes resistant to insulin. Type 1 occurs in childhood, while Type 2 occurs over many years. Type 1 can experience low and high blood sugar, but Type 2 does not. Type 1 can not be prevented, but Type 2 can be avoided. There are several acute complications of hypoglycemia. Some are seizures, sweating, and palpitations to cognitive dysfunction. Some of these complications can have long-term effects on the body. There are long-term complications of hyperglycemia. These include cardiovascular disease, neuropathy, kidney failure, and damage of the retina blood vessels that lead to blindness. Mayo Foundation for Medical Education and Research. (2022b, August 20). Hyperglycemia in diabetes. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/hyperglycemia/symptoms-causes/syc-20373631 Mayo Foundation for Medical Education and Research. (2023, May 3). Type 1 diabetes. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/type-1-diabetes/symptoms-causes/syc-20353011 MediLexicon International. (2022, June). An overview of insulin. Medical News Today. https://www.medicalnewstoday.com/articles/323760

Peter was curious to know if the average number of games won in a year predicts Super Bowl performance (win or lose). The X variable was the average number of games won during the past 10 seasons. The Y variable was whether the team ever won the Super Bowl during the past 10 seasons. Here are the data:   How would you assess the usefulness of the average number of wins as a predictor of whether a team ever won a Super Bowl? What’s the advantage of being able to use a categorical variable (such as 1 or 0) as a dependent variable?

Given the following information, use Table B.4 (which is right above) to determine whether the
1 .9877 .9995 1 .9969 .9999
2 .9000 .9800 2 .9500 .9900
3 .8054 .9343 3 .8783 .9587
4 .7293 .8822 4 .8114 .9172
5 .6694 .832                                      5 .7545 .8745
6 .6215 .7887 6 .7067 .8343
7 .5822 .7498 7 .6664 .7977
8 .5494 .7155 8 .6319 .7646
9 .5214 .6851 9 .6021 .7348
10 .4973 .6581 10 .5760 .7079
11 .4762 .6339 11 .5529 .6835
12 .4575 .6120 12 .5324 .6614
13 .4409 .5923 13 .5139 .6411
14 .4259 .5742 14 .4973 .6226
15 .412 .5577 15 .4821 .6055
16 .4000 .5425 16 .4683 .5897
17 .3887 .5285 17 .4555 .5751
18 .3783 .5155 18 .4438 .5614
19 .3687 .5034 19 .4329 .5487
20 .3598 .4921 20 .4227 .5368
25 .3233 .4451 25 .3809 .4869
30 .2960 .4093 30 .3494 .4487
35 .2746 .3810 35 .3246 .4182
40 .2573 .3578 40 .3044 .3932
45 .2428 .3384 45 .2875 .3721
50 .2306 .3218 50 .2732 .3541
60 .2108 .2948 60 .2500 .3248
70 .1954 .2737 70 .2319 .3017
80 .1829 .2565 80 .2172 .2830
90 .1726 .2422 90 .2050 .2673
100 .1638 .2301 100 .1946 .2540
 
1.         Given the following information, use Table B.4 (which is right above) to determine whether the correlations are significant and how you would interpret the results.
 

The correlation between speed and strength for 20 women is .567. Test these results at the .01 level using a one-tailed test.

The correlation between the number correct on a math test and the time it takes to complete the test is -.45. Test whether this correlation is significant for 80 children at the .05 level of significance. Choose either a one-or two-tailed test and justify your choice.
The correlation between number of friends and grade point average (GPA) for 50 adolescents is .37. Is this significant at the .05 level for a two-tailed test?

 
2.         A study was completed that examined the relationship between coffee consumption and level of stress for a group of 50 undergraduates. The correlation was .373, and it was a two-tailed test, done at the .01 level of significance. First, is the correlation significant?  Second, what’s wrong with the following statement? “As a result of the data collected in this study and our rigorous analyses, we have concluded that if you drink less coffee, you will experience less stress.”
 
3.         Use the following set of data to answer the following questions.
 

Compute the correlation between age in months and number of words known.
Test for the significance of the correlation at the .05 level of significance.
Go way back and recall what you learned in chapter 5 about correlation coefficients and interpret this correlation.

4.         Monica is interested in predicting how many 75-year-olds will develop Alzheimer’s disease and is using as predictors level of education and general physical health graded on a scale from 1 to 10. But she is interested in using other predictor variables as well. Answer the following questions.
 

What criteria should she use in the selection of other predictors?  Why?
Name two other predictors that you think might be related to the development of Alzheimer’s disease.
With the four predictor variables (level of education and general physical health, and the two new ones that you name), draw out what the model of the regression equation would look like.   (Do your best to draw on Word or describe it in detail).

 
5.         Peter was curious to know if the average number of games won in a year predicts Super Bowl performance (win or lose). The X variable was the average number of games won during the past 10 seasons. The Y variable was whether the team ever won the Super Bowl during the past 10 seasons. Here are the data:
 

How would you assess the usefulness of the average number of wins as a predictor of whether a team ever won a Super Bowl?
What’s the advantage of being able to use a categorical variable (such as 1 or 0) as a dependent variable?
What other variables might you use to predict the dependent variable, and why would you choose them?

6.         Now for multiple predictor variables. Take a look at the data below with the outcome being a great chef. We suspect that variables such as number of years of experience cooking, level of formal culinary education, and number of different positions (sous chef, pasta station, etc.) all contribute to rankings or scores on the Great Chef Test.
 

Which are the best predictors of the Chef’s score?
What can you expect for a score from a person with 12 years of experience and a Level 2 education, and who has held five positions?

Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.

Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.

Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.

Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.

Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

There are various ways to structure your presentation; following is one example:

Part 1: Organizational or Patient Issue.

What is the issue that you are trying to solve or improve?

Why should the audience care about solving it?

Part 2: Relevance of an Interdisciplinary Team Approach.

Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?

How will it help to achieve improved outcomes or reach a goal?

Part 3: Interdisciplinary Plan Summary.

What is the objective?

How likely is it to work?

What will the interdisciplinary team do?

Part 4: Implementation and Resource Management.

How could the plan be implemented to ensure effective use of resources?

How could the plan be managed to ensure that resources were not wasted?

How does the plan justify the resource expenditure?

Part 5: Evaluation.

What would a successful outcome of the project look like?

What are the criteria that could be used to measure that success?

How could this be used to show the degree of success?

Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.

Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.

APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.