MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 1 Discussion
DQ1 Review of
Evidence for Treating Specific Disorders
For this discussion you will review evidence related to
achieving high-quality outcomes for a specific condition, disease, or disorder
that has characteristics related to metabolic balance or glucose regulation.
The following are some examples that would be appropriate to
research for this discussion (if you would like to pursue a different topic,
please check with your instructor):
Cancer.
Diabetes (type 2).
HIV/AIDS.
Hyperthyroidism.
Hypothyroidism.
Metabolic syndrome.
Obesity.
Polycystic ovary syndrome.
Prediabetes.
Pregnancy.
In your initial post, complete the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Select a disorder, disease, or condition that has a basis in
metabolic balance or glucose regulation.
Summarize a minimum of two pieces of evidence (journal
articles, best practices, guidelines from professional organizations, et
cetera) related to the treatment of your chosen disorder, disease, or
condition.
Cite your evidence using APA style, as appropriate.
Analyze how the evidence you summarized can help achieve
high-quality patient outcomes for the chosen disorder, disease, or condition.
Briefly reflect on how this evidence could be applied in
your past, current, or desired future practice.
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Suggest additional evidence relevant to your peer's chosen
condition, disease, or disorder, and explain how that evidence could contribute
to achieving high-quality patient outcomes.
Suggest additional ways in which the evidence that peer has
presented could be leveraged to achieve high-quality patient outcomes.
Share a relevant experience from your personal practice
about using evidence to achieve high-quality patient outcomes for your peer's
chosen disorder, disease, or condition
Learning Components
This activity will help you achieve the following learning
components:
Identify contemporary evidence (from within the last five
years) relevant to a specific topic.
Apply APA formatting.
Identify valuable and relevant evidence for a specific
topic.
Use evidence to support claims.
Explain relevant clinical aspects of a condition, disease,
or disorder that has impaired glucose or metabolic imbalance as related
aspects.
Identify conditions, diseases, or disorders that that have
impaired glucose or metabolic imbalance as related aspects.
Resources
Discussion Participation Scoring Guide.
DQ2 Creating a
Disorder-Specific Case Study
Creating a Disorder-Specific Case Study
For this discussion, you will create a brief case study to
share with your peers. It will be related to a specific condition, disease, or
disorder that has characteristics of metabolic balance or glucose regulation.
The purpose of this discussion will be to deepen your
understanding of your chosen condition, disease, or disorder. It will also
provide your peers with a brief case study to consider as the course progresses
toward the Unit 3 assignment. This will be useful, as the Unit 3 assignment
will ask you to select a specific condition, disease, or disorder that has
characteristics of metabolic balance or glucose regulation and create an
in-depth concept map for it.
For the case study, address the following. Be sure to follow
the requirements for initial postings found in the Faculty Expectations Message
(FEM).
Describe the history of present illness.
Explain the patient's past medical history.
Present relevant diagnostics.
Lab results.
Therapeutics.
Assessments.
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Share relevant information or experiences from your personal
practice related to the presented condition, disease, or disorder and
suggestions for how the shared information could be used to enhance the case
study.
Discuss ways in which you could envision applying the case
study to help improve your understanding of the presented condition, disease,
or disorder and to help you address aspects of the Unit 3 assignment.
Learning Components
This activity will help you achieve the following learning
components:
Explain relevant clinical aspects of a condition, disease,
or disorder that has impaired glucose or metabolic imbalance as related
aspects.
Identify conditions, diseases, or disorders that that have
impaired glucose or metabolic imbalance as related aspects.
Identify contemporary evidence (from within the last five
years) relevant to a specific topic.
Identify valuable and relevant evidence for a specific
topic.
Resources
Discussion Participation Scoring Guide.
Writing Basics: Element of the Case Study.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 2 Discussion
DQ1 Concept Map
A concept map is a visual representation that shows
individual relationships between concepts, principles and personal or
professional connections. The purpose of a concept map is to allow
practitioners to visualize connections between ideas, connect new ideas to
previous, and to organize ideas logically.
For this discussion, you will create an initial draft of a
concept map that you can refine and expand upon for the Concept Map assignment
due by the end of Unit 3. You may base this concept map on any of the case
studies presented in the Vila Health: Concept Maps as Diagnostic Tools
presentation, on the example case studies from Unit 1, or your own case study.
Your concept map should be related to your chosen case study
and should illustrate the relationship between the patient; the condition,
disease, or disorder; and the various diagnostic and treatment considerations.
In your concept map, display the following elements (you will likely want to
submit your concept map as an attachment in the discussion area):
Key information about the patient.
Key information about the condition, disease, or disorder.
Key decisions that a nurse would make to determine the best
diagnostic and/or treatment options.
Relevant facts related to the case study that help to
illustrate support for decisions.
Connectors to indicate relationships between the patient,
condition, and decisions.
You should also post a brief, 1–2 sentence summary of the
case study you are using as the basis for your concept map to help provide the
context for your map.
Cite at least one source of scholarly or professional
evidence that supports your concept map and decisions made regarding care.
Response Guidelines
In your response post, address the following. Be sure to
follow the requirements for response posts found in the Faculty Expectations
Message (FEM).
Briefly describe your understanding of your peer's concept
map.
Be sure to point out aspects that you find easy to interpret
and areas where the meaning might be unclear.
Provide at least one suggestion for an additional connection
that could help to clarify the information or improve the care for the patient
in the case study.
Learning Components
This activity will help you achieve the following learning
components:
Explain how a particular piece of evidence is relevant to a
specific topic.
Communicate clearly the links between one or more concepts.
Explain specific components of a concept map.
Explain how a particular piece of evidence is linked to best
practices, professional guidelines, or regulatory standards.
Explain how a particular piece of evidence is a valuable
building block for a specific care approach.
Identify connections and relationships between specific
clinical considerations of a condition, disease, or disorder.
Identify relevant clinical aspects of a condition, disease,
or disorder that has impaired glucose or metabolic imbalance as related
aspects.
Develop a concept map.
Identify components of a concept map.
Resources
Discussion Participation Scoring Guide.
Concept Map Template [DOCX].
Vila Health: Concept Maps as Diagnostic Tools | Transcript.
How to Make a Concept Map.
DQ2 Organizing Care
in Your Personal Practice
In the first discussion in this unit you created a concept
map based on a case study. For this discussion, explore the ways in which you
or your practice setting utilize tools like concept maps, or other tools and
technology, to help plan and organize care for patients.
In your discussion post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Describe at least two tools that you or your practice
setting commonly use to help plan and organize the care of patients (concept
maps, electronic medical records, care plans, algorithms, smart phone or
computer task managers, et cetera).
How do these tools help to organize and make treatment
decisions?
How do these tools help contribute to the achievement of
positive outcomes for patients?
Share any tips you have for your peers about how they might
best apply these tools to their practice.
Response Guidelines
In your response post, address the following. Be sure to
follow the requirements for response posts found in the Faculty Expectations
Message (FEM).
Share relevant information or experiences from your personal
practice or setting related to the tools that your peer shared, especially how
the tools positively impact your practice.
Learning Components
This activity will help you achieve the following learning
components:
Communicate clearly the links between one or more concepts.
Understand the purpose of a concept map.
Explain specific components of a concept map.
Explain how a particular piece of evidence is a valuable
building block for a specific care approach.
Explain how a particular piece of evidence is linked to best
practices, professional guidelines, or regulatory standards.
Resources
Discussion Participation Scoring Guide.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 3 Discussion
Interprofessional
Strategies to Improve Clinical Outcomes
For this discussion you will be asked to examine the ways in
which interprofessional strategies and collaboration can be applied to improve
clinical outcomes. Working across departments and role groups can be a critical
component in ensuring the best possible clinical outcomes related to the three
Ps: pathophysiology, pharmacology, and physical assessment.
In your discussion post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
How can interprofessional communication and collaboration
strategies assist in driving patient safety, efficiency, and quality outcomes
with regard to specific clinical and biopsychosocial considerations?
Provide one example from your personal practice of how
advances in technology have helped interprofessional collaboration.
What interprofessional strategies do you recommend health
care providers take in order meet patient-centered safety and outcome goals?
Provide one example from your current or past professional
practice or from a topic of interest to you.
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Discuss the advantages and disadvantages of one or more of
the interprofessional strategies presented by your peer. If possible, approach
your response considering how these strategies would apply to your current
position or care setting.
Share an additional interprofessional strategy, and explain
why you think it would be useful to your peer.
Learning Components
This activity will help you achieve the following learning
components:
Identify interprofessional strategies that are relevant to a
desired outcome.
Explain how a specific interprofessional strategy will help
achieve a desired outcome.
Explain why a specific interprofessional strategy is
appropriate in a certain case or context.
Identify appropriate interprofessional strategies.
Craft communication in a way that meets the audience at
their level of content understanding.
Resources
Discussion Participation Scoring Guide.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 4 Discussion
DQ1 Relationship
Between Inflammation, Infection, and Pain and a Metabolic or Glucose Condition
For this discussion you may want to take a further look at
the condition, disease, or disorder that you used as the basis for your Unit 3
Concept Map assignment. If you want, you could also choose a new condition,
disease, or disorder, as long as it has relevant metabolic or glucose-related
considerations.
In your discussion post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
In your chosen condition, disease, or disorder, what are the
signs and symptoms or patient complaints that are related to inflammation and
infection?
In what ways does the inflammation associated with your
chosen condition relate to the disease process and impact treatment options?
In what ways does the infection potential associated with
your chosen condition relate to the disease process and impact treatment
options?
In your chosen condition, disease, or disorder, what are the
signs and symptoms or patient complaints that are related to acute or chronic
pain?
In what ways does the pain associated with your chosen
condition relate to the disease process and impact treatment options?
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Comment on any additional considerations related to
inflammation, infection, or pain relevant to your peer's chosen condition,
disease, or disorder.
Share experiences from your own practice with regard to any
inflammation, infection, or pain considerations relevant to your peer's chosen
condition, disease, or disorder.
Learning Components
This activity will help you achieve the following learning
components:
Identify the relationship between symptoms of inflammation,
infection, and pain to a condition, disease, or disorder that has impaired
glucose or metabolic imbalance as related aspects.
Explain the relationship between symptoms of inflammation,
infection, and pain to a condition, disease, or disorder that has impaired
glucose or metabolic imbalance as related aspects.
Identify contemporary evidence (from within the last five
years) relevant to a specific topic.
Use evidence to support claims.
Resources
Discussion Participation Scoring Guide.
DQ2 Experience
Working With Inflammation, Infection, and Pain in Personal Practice
This discussion will focus on sharing your experiences with
treating and planning care for patients experiencing issues with inflammation,
infection, and pain related to an imbalance or alteration in glucose
metabolism. For your initial discussion post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Describe one or more experiences from your practice where
you had to treat a patient who was experiencing issues with inflammation,
infection, and pain related to metabolic imbalance or impaired glucose
regulation.
Explain any tools, strategies, or best practices that you utilized
in your treatment to help ensure the best possible safety and outcomes for the
patient.
Response Guidelines
In your response post, address the following. Be sure to
follow the requirements for response posts found in the Faculty Expectations
Message (FEM).
Share relevant information or experiences from your personal
practice or care setting related to tools, strategies, or best practices that
are commonly utilized to address inflammation, infection, and pain.
Comment on how your peer might use the information you are
sharing in their own practice.
Learning Components
This activity will help you achieve the following learning
components:
Identify the relationship between symptoms of inflammation,
infection, and pain to a condition, disease, or disorder that has impaired
glucose or metabolic imbalance as related aspects.
Explain the relationship between symptoms of inflammation,
infection, and pain to a condition, disease, or disorder that has impaired
glucose or metabolic imbalance as related aspects.
Resources
Discussion Participation Scoring Guide.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 5 Discussion
DQ1 Evidence in
Clinical Practice Goal Setting
This discussion will be based upon the Vila Health: Using
Evidence to Drive Improvement media piece. In your initial discussion post,
address the following. Be sure to follow the requirements for initial postings
found in the Faculty Expectations Message (FEM).
Analyze the data presented in the Vila Health: Using
Evidence to Drive Improvement media piece.
How does the data depict the current best practices?
How do clinical practice guidelines, evidence-based
practice, and governmental or regulatory practice standards and policies relate
to the data in the media piece?
Based on your analysis of the data presented which areas
need to be improved?
Why is there a need for improvement?
In other words, what would a gap analysis of the data tell
you are the low performing areas?
Using the professional, best practice, or governmental guidelines
and standards you found, what are appropriate goals to aim for?
Response Guidelines
In your response post, address the following. Be sure to
follow the requirements for response posts found in the Faculty Expectations
Message (FEM).
Offer a critique of your peer's suggested clinical
improvements. Consider the following:
What aspects of their analysis were done well?
Why do you think these aspects were done well?
What aspects of their analysis could be improved upon?
How could these aspects be improved upon?
Learning Components
This activity will help you achieve the following learning
components:
Identify data that illustrates underperformance.
Relate data to clinical best practices and governmental or
regulatory practice standards and policies.
Use data to help set goals to improve performance.
Identify data that illustrates acceptable performance.
Apply APA formatting.
Identify contemporary evidence (from within the last five
years) relevant to a specific topic.
Resources
Discussion Participation Scoring Guide.
Vila Health: Using Evidence to Drive Improvement |
Transcript.
Peer Review.
DQ2 Where Do You Look
for Evidence?
This discussion is focused on creating collaborative
discourse between you and your peers centered around the topic of where you go
to look for evidence or resources for setting goals or treating a condition. If
applicable, discuss this in the context of an absence of existing guidelines or
policies.
For your initial post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Where do you look for resources and evidence to help you get
started when treating a specific condition?
Where do you look for resources and evidence to help you get
started when setting clinical goals?
When there are no guidelines or policies for setting
clinical goals, where do you look for resources and evidence to help you get
started?
How do you use these resources and evidence to begin
constructing evidence-based treatment or developing evidence-based goals?
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Share with your peer an additional resource or way to search
out evidence that you use in your practice.
Discuss how you could envision yourself using one or more of
the resources that your peer has shared.
Learning Components
This activity will help you achieve the following learning
components:
Understand where to find evidence.
Apply APA formatting.
Resources
Discussion Participation Scoring Guide.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 6 Discussion
Change Strategies Appropriate to Personal Practice
For this discussion you will be exploring change models,
strategies, or theories that could be the most useful in your personal
practice. While conducting your research, also be sure to consider strategies
that will be appropriate for helping you complete your Change Strategy and
Implementation assignment that is due at the end of this unit. You may wish to
consult the readings from this unit or conduct your own research for this
discussion post.
In your initial post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Research a minimum of two change models, strategies, or
theories that you think are, or could be, relevant to your current or desired
future practice. For each, address the following:
Summarize the key aspect of the change model, strategy, or
theory.
Explain why the change model, strategy, or theory is
relevant to your current or desired future practice.
Explain how the change model, strategy, or theory could help
you to be more effective in your practice.
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Suggest any additional change models, strategies, or
theories that you think could be helpful to your peer in their practice, and
explain how you believe they would be useful.
Share an experience from your own practice in which you have
used one of the change models, strategies, or theories presented by your peer.
Learning Components
This activity will help you achieve the following learning
components:
Explain how change strategies will help achieve a desired
outcome.
Describe how an interprofessional approach will contribute
to the implementation of a change strategy.
Analyze evidence that supports the use of a change strategy
to achieve a desired outcome.
Identify the relationship between a change strategy and
interprofessional approaches.
Communicate rationale for a change plan in a way that encourages
buy-in from the audience.
Understand change theories.
Understand the audience.
Resources
Discussion Participation Scoring Guide.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 7 Discussion
DQ1 Considering Your
Audience When Proposing Quality Improvements
For this discussion you will consider the importance of
knowing which audiences you are targeting to gain buy-in for a change strategy
or quality improvement initiative.
In your discussion post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Identify one or more ways that a change strategy could be
leveraged to improve the quality of care.
Describe why it is important to recognize your immediate
audience and your outreach (greater) audience, when identifying ways to
leverage change to improve the quality of care.
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Suggest an additional way that your peer could leverage
change strategies to improve the quality of care.
Offer additional considerations regarding ways to ensure
that your peer is appropriately engaging with target audiences.
Learning Components
This activity will help you achieve the following learning
components:
Explain how specific evidence supports a quality improvement
approach.
Explain the relationship between evidence, best practices,
and quality improvement.
Relate quality improvement to relevant change strategies.
Identify change strategies that will lead to quality
improvements.
Identify evidence that supports the use of a specific change
strategy.
Use evidence to support claims.
Apply APA formatting.
Resources
Discussion Participation Scoring Guide.
DQ2 Change
Initiatives in Your Personal Practice
This discussion will focus on collaborative discourse
related to experiences and involvement with change initiatives for clinical
best practices throughout your career. By sharing your experiences and reading
about the experiences of your peers, you can help to build the learning
community's understanding about successful (and less successful) ways to
leverage change initiatives and improve the quality of care through clinical
best practices.
In your initial post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Share experiences from your practice in being involved with
change initiatives that sought to improve quality of care or best practices.
Share experiences from your practice in attempting to
implement change initiatives to improve quality of care or best practices.
Response Guidelines
In your response post, address the following. Be sure to
follow the requirements for response posts found in the Faculty Expectations
Message (FEM).
Compare and contrast your experiences with implementing or
being involved with using change initiatives for best practices.
Learning Components
This activity will help you achieve the following learning
components:
Understand quality improvement methods, models, and
theories.
Use evidence to support claims.
Identify change strategies that will lead to quality
improvements.
Relate quality improvement to relevant change strategies.
Resources
Discussion Participation Scoring Guide.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 8 Discussion
DQ1 Implementing Best
Practice Changes
For this discussion, you will explore the importance of
respecting the strengths and needs of broader multidisciplinary teams when
taking steps to implement best practice changes into a care setting.
In your initial post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Describe steps a nurse may take to implement best practice
changes into a care setting while respecting the multidisciplinary team.
What does each member bring to the care of the client or
community?
Explain the ways in which the steps you described will help
to build buy-in from, or collaboration with, the multidisciplinary team.
Explain the ways in which these steps will help to move
along the implementation of best practice changes.
Review the Unit 9 Quality Improvement Presentation Poster
assignment.
As a nurse leader, describe the implementation steps necessary
to promote the desired practice change.
Explain the ways in which these steps could be applied to
ensure that interprofessional teamwork will be leveraged to improve the
effectiveness or efficiency of the methods you may propose in your assignment.
Response Guidelines
In your response post, address the following. Be sure to
follow the requirements for response posts found in the Faculty Expectations
Message (FEM).
Critique the steps described by your peer. Consider the
following:
In your opinion, which steps that were described by your
peer will be most effective and beneficial? Provide resources to support your
position.
Which steps that your peer described do you think will be
less successful? Are there other steps that your peer did not describe that
would be beneficial for them to consider?
Provide suggestions or recommendations on how the proposed
steps could be improved.
Briefly comment on your peer's initial thoughts on how
aspects of this discussion post could be applied to ensure that interprofessional
teamwork will be leveraged to improve the effectiveness or efficiency of their
methods in the Unit 9 assignment.
Learning Components
This activity will help you achieve the following learning
components:
Use evidence to support claims.
Apply APA formatting.
Understand the audience.
Identify contemporary evidence (from within the last five
years) relevant to a specific topic.
Identify strategies that support continuous improvement.
Explain how specific quality improvement approaches will
promote continuous improvement.
Resources
Discussion Participation Scoring Guide.
DQ2 Experience With
Creating a Continuous Improvement Cycle
For this discussion the focus will be on collaborative
discourse related to your experiences and involvement with continuous
improvement strategies, approaches, or initiatives from your practice. By
sharing your experiences and reading about the experiences of your peers, you
can help to build the learning community's understanding about successful and
less successful ways to create a continuous improvement cycle for the quality
of care across disciplines and types of care settings.
In your initial post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Share experiences from your practice about being involved
with continuous improvement initiatives.
Describe how the initiatives were implemented and
communicated.
Explain the ways in which these initiatives sought to
leverage best practices to drive the continuous improvement.
How well did these initiatives achieve quality improvement?
Did initial improvement help contribute to a continuous
improvement cycle?
What lessons learned from your experience might you want to
apply to your Unit 9 Quality Improvement Presentation Poster assignment?
Response Guidelines
In your response post, address the following. Be sure to
follow the requirements for response posts found in the Faculty Expectations
Message (FEM).
Compare and contrast your experiences and involvement in
continuous improvement strategies, approaches, or initiatives with those of
your peer. Comment on how you might be able to apply something from your peer’s
post to your Unit 9 Quality Improvement Presentation Poster assignment.
Learning Components
This activity will help you achieve the following learning
components:
Identify strategies that support continuous improvement.
Explain how specific quality improvement approaches will
promote continuous improvement.
Use evidence to support claims.
Resources
Discussion Participation Scoring Guide.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 9 Discussion
Creating Buy-In Through Best Practices
Nurses have an important role in the application,
development, and implementation of clinical best practices. By striving to
improve patient care through best practices, it is possible for nurses to
create buy-in from others through their actions.
In your initial post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Explain the nurse's role in applying, developing, and
implementing clinical best practices within a care setting or interdisciplinary
team.
Describe ways a nurse striving to improve patient care through
best practices can prompt buy-in from their peers, colleagues, and other
relevant stakeholders.
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Comment on any similarities or differences between your
discussion response and that of your peer, especially with regard to the
nurse's role.
How might the type of nursing position you hold influence
your view on this subject?
Suggest additional ways in which a nurse striving to improve
patient care through best practices can prompt buy-in from peers, colleagues,
and other relevant stakeholders.
How might your peer apply your suggestions to their
practice?
Learning Components
This activity will help you achieve the following learning
components:
Explain how interprofessional teamwork will improve the
effectiveness or efficiency of a quality improvement project.
Apply APA formatting.
Use evidence to support claims.
Explain how best practices create buy-in for
interprofessional approaches.
Communicate in a way that makes the relevance of a project
compelling to the audience.
Understand the audience.
Identify interprofessional considerations that improve
effectiveness and efficiency.
Resources
Discussion Participation Scoring Guide.
MSN6021 – Biopsychosocial Concepts
for Advanced Nursing Practice I
Week 10 Discussion
DQ1 Getting a Head
Start on MSN6026
The next BPS course you will take as part of the MSN degree
path is MSN6026: Biopsychosocial Concepts for Advanced Nursing Practice II. In
it, you will be asked to complete an assignment that is in line with a letter
to the editor of an academic journal. You will advocate for a specific
position, policy, or approach to providing care for a population around a
specific topic. This assignment will be centered on one or more of the
following topics (as well as a population of your choice):
Genetics and genomics.
Example: Increased prevalence of gastrointestinal issues in
individuals diagnosed with autism spectrum disorder.
Immunity.
Example: Immunocompromised elderly persons in a specific
care setting.
Chronicity.
Example: Chronic prevalence of obesity in lower
socioeconomic populations in a city.
Addiction.
Example: Prescription drug reliance or abuse among veterans.
Emotion.
Example: Lack of mental health services for vulnerable or
underserved populations (such as LGBTQ, homeless, uninsured children, et
cetera).
For your initial post, address the following. Be sure to
follow the requirements for initial postings found in the Faculty Expectations
Message (FEM).
Brainstorm one or more ideas that address one or more of the
topics above and could be turned into an appropriate assignment submission.
Describe these ideas.
Explain why you are interested in potentially pursuing these
ideas.
How do these ideas relate to your practice?
How might pursuing one or more of these ideas help to
improve your practice?
Response Guidelines
In your response post, address one or more of the following.
Be sure to follow the requirements for response posts found in the Faculty
Expectations Message (FEM).
Suggest ways to tweak, expand, or refine one or more of your
peer's ideas to make a more effective and compelling topic for a letter to the
editor of an academic publication.
Compare and contrast your brainstormed ideas with those of
your peer.
Learning Components
This activity will help you achieve the following learning
components:
Identify a biopsychosocial topic for a letter to the editor.
Resources
Discussion Participation Scoring Guide.
DQ2 Course Reflection
For this discussion, please reflect on your experiences and
learning throughout this course. In your response, consider the following. Be
sure to follow the requirements for initial postings found in the Faculty
Expectations Message (FEM).
What have been the most useful and interesting skills you
have obtained, or content you have learned about?
How do you envision, or have you already started, applying
aspects of your course work in your practice?
Finally, comment on one area of the course for which you
wish there had been more content or instruction.
How do you think this would have contributed to your
learning and experience in this course?
Response Guidelines
In your response post, address the following. Be sure to
follow the requirements for response posts found in the Faculty Expectations
Message (FEM).
How were your course experiences similar or different?
How are your plans to apply your learning in this course to
your practice similar or different?
Learning Components
This activity will help you achieve the following learning
components:
Reflect on growth and learning throughout the course.
Resources
Discussion Participation Scoring Guide.
