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ANP-650-topic 1 dq 1

ANP-650-topic 1 dq 1 

Topic 1 DQ 1

Review the course objectives and consider how you can develop the specified skills and competencies while applying clinical practice guidelines as an AGACNP providing patient care and creating appropriate patient-centered care plans. List three to five clinical objectives and write a 250-word summary of your plan to incorporate the course objectives and clinical practice guidelines for your clinical experience. Include discussion of what you hope to achieve. You will refer back to this information during Topic 16 when you are asked to reflect on your clinical objectives. Support your summary and recommendations plan with a minimum of two APRN-approved scholarly resources.

ANP-650-topic 1 dq 1
Multiple chronic conditions are a serious health concern that impacts patients and family caregivers with most adults presenting with multiple complex conditions and secondary cascade of interactions that can lead to increasing complexity and disability (Happ et al., 2018). Interactions that include a balance between treating the primary disease, risk and side effects of comorbid conditions, and other subsequent and related mental health effects (Happ et al., 2018). Clinical practice guidelines help healthcare providers to base diagnostic and therapeutic decisions on evidence-based guidelines that create a reference point for a structured approach to care that is cost-effective, appropriate to each patient, and clinical situation (Jameson et al., 2018).
Perform complete and focused physical exams.
As an AGACNP student, one of the primary goals of medicine is to prevent disease or have early recognition through effective diagnosing and evidence-based treatment (Jameson et al., 2018). A primary way I plan to achieve this is by forming a trusting relationship with each patient by uniting a patient driven methodical review of systems with contributing social, spiritual, and familial factors with a thorough and complete head to toe physical examination that can correlate the physical signs of disease with the patient centered narrative prior to pursuing any diagnostic studies (Jameson et al., 2018). By forming a trusted relationship, I can receive additional information that can help to unite the pathophysiology and natural history of diseases, clinical skills, and evidence-based guidelines to establish a list of differential diagnosis that can direct meaningful use of diagnostic laboratory and imaging tests (Jameson et al., 2018).
Order laboratory and imaging tests and analyze results for subacute and complex chronic patient
One way to develop skills in ordering laboratory and imaging tests and analyzing results is to mentor with my preceptor and specialists either in face to face or by phone consultation to establish clear communication and thoughtful planning to judiciously use diagnostic studies based on whether the results will alter the management of care and truly benefit the patient (Jameson et al., 2018). By interprofessional collaboration I can unite the specialist and preceptors’ recommendations, patient narrative, and focused physical exam with evidence-based practice guidelines for laboratory and imaging tests to form clinical decision-making skills regarding whether to treat or watch a condition (Jameson et al., 2018) ANP-650-topic 1 dq 1.
Exhibit professional behaviors within scope of practice in interactions with patients and the interdisciplinary team
To maintain professional behaviors within the scope of practice interactions with the patient and interdisciplinary team I plan to maintain a humanistic approach to care by ensuring a patient-centered approach that focuses on the culture, lifestyle, attitudes, and values of the patient regardless of correlation with personal or evidence-based guidelines and ensure that I am available to my patients, showing genuine concern, compassion, integrity, and empathy during all interactions including end of life discussions (Jameson et al., 2018). Another way to support professional behavior is by creating cohesive guidance through an illness as the primary provider of care and valuing each member of the team including each allied health professional and primary care team members, and supporting teamwork, effective communication, and effective balanced use of electronic communications and in-personal visits that can support the patients quality of life (Jameson et al., 2018). I plan to remain a perpetual student who is always investigating evidence-based theories and research for health promotion and disease prevention across the lifespan based on the patients overall psychosocial and spiritual needs (Jameson et al., 2018).
Happ, M. B., Mion, L. C., & Duffy, S. (2018). The challenge of multiple complex chronic conditions. Geriatric Nursing, 39(2), 244–246. https://doi-org.lopes.idm.oclc.org/10.1016/j.gerinurse.2018.02.009
Jameson, J. L., Kasper, D. L., Longo, D. L., Fauci, A. S., Hauser, S. L., & Loscalzo, J. (Eds.). (2018). Harrison’s principles of internal medicine (Vols. 1-2) (20th ed.). McGraw-Hill Education. ISBN-13: 9781259644030 ANP-650-topic 1 dq 1
ANP-650-topic 1 dq 1 sample 2
As an acute care nurse practitioner, there is a lot of responsibility to deliver optimal care to critically ill patients. Utilizing evidence-based theory and research integrates the best available evidence with healthcare expertise to create an effective plan of care (Brunt & Morris, 2023). Working in a technologically advanced environment provides research from many different areas. As NPs, it is important to categorize and rank evidence in literature to confirm we are using safe and reliable information. There are seven accepted levels of evidence based on the methodological quality of the design, validity, and application to patient care (Brunt & Morris, 2023). The highest level is Level I, which is evidence gathered from a systematic review or meta-analysis of randomized controlled trials (RCTs) or based on systematic reviews of RCTs. Level II is evidenced gathered from at least on well created RCT. Level III is evidence gathered from controlled trials without randomization. The other four level grades are ranked based off cohort studies, systematic review of descriptive and qualitative studies, single studies, and lastly opinions of authorities/expert committees. The use of evidence-based theory intertwines with the synthesis of data from a variety of health resources to treat patients. The NPD scope and standards of practice states that NPs should promote inquiry and assists with generating new knowledge (Brunt & Morris, 2023) ANP-650-topic 1 dq 1. As a NP, I will be open to new research that will allow me to provide the most effective and efficient care to my patients. There are many medical advances occurring everyday and I will be following the latest studies to learn from their outcomes. Analyzing common acute care problems to develop differential diagnosis, create clinical judgement, and recommend treatment to patients is an important objective. Diagnostic reasoning is an essential competency to provide safe and effective care (Smith et al., 2022). Using the patient’s chief compliant and medical history, I would order appropriate labs and diagnostic imaging. Based on the results I would create a care plan that would treat their condition while taking into consideration any potential side effects. I would educate the patient on the risks and benefits of any treatments to get informed consent. Once treatment is initiated, I would follow the patient to confirm there are improvements and to answer any questions that arise throughout the care. Discharge education is important to avoid readmissions and confirm that patients understand the importance of compliance with treatment. All of these things would be beneficial to NPs to create the optimal plan of care ANP-650-topic 1 dq 1.
Brunt, B. A., & Morris, M. M. (2023). Nursing professional development evidence-based practice. National Library of Medicine. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK589676/
Smith, S. K., Benbenek, M. M., Bakker, C. J., & Bockwoldt, D. (2022). Scoping review: diagnostic reasoning as a component of clincial reasoning in the U.S. primary care nurse practitioner education. Journal of Advanced Nursing.  https://doi.org/10.1111%2Fjan.15414  ANP-650-topic 1 dq 1

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