For the three primary causes of voluntary turnover (desirability of leaving, ease of leaving, alternatives), might their relative importance depend on the type of employee or type of job

In 200 words
For the three primary causes of voluntary turnover (desirability of leaving, ease of leaving, alternatives), might their relative importance depend on the type of employee or type of job? Explain.
include a citation from a web-based resource.
include a citation from the textbook.  Heneman, H., Judge, T. & Kammeyer-Mueller. (2018). Staffing Organizations (9th ed.). McGraw-Hill.
The post For the three primary causes of voluntary turnover (desirability of leaving, ease of leaving, alternatives), might their relative importance depend on the type of employee or type of job ACADEMIC ASSISTERS. ACADEMIC ASSISTERS.

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New Life Journey in the U.S

Please write a short narrative writing rough draft in either first or third person about my new life in the U.S. You can write about the daily struggles like language barrier, friendship, schools, and environments when I was first arrived. Also, how things were unfamiliar and new to me in America and how I was able to overcome the obstacles listed above. The thesis for this writing is to encourage motivation to others.

Here’s some facts you can use to write about me:
1. I am from Vietnam
2. Moved to the U.S since 15 years old.
3. Had no knowledges of English when first arrived.
4. Took ESL courses to improve my English.
5. Had little friends at that time and met some friends that helped me through the journey.
6. Live in Texas and getting used to stay with cold weather.
7. Currently a Pharmacy Technician and studying to become a nurse.

Please let me know if you need more details. I will also need you to help me with my final Narrative Writing paper later!

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Discussion: Decision Making Models For Nurses

Discussion: Decision Making Models For Nurses

Discussion: Decision Making Models For Nurses

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT : Discussion: Decision Making Models For Nurses

Use the same topic and position to complete this assignment.

Futile care ( I don’t agree with futile care)
Summarize the decision-making model you employed and the process used to arrive at your position. (my position is that I dont agree with futile care)

Review the following resources from the Week 3 Electronic Reserve Readings if you need additional information about ethical decision-making models:

● “An Integrated Ethical Decision-Making Model for Nurses”

● Nursing Ethics in Everyday Practice: A Step-By-Step Guide, Ch. 2: Ethical Decision-Making

Summarize and explain each person’s position and evidence. ( No one agrees with futile care)

Explain how seeing the positions and evidence of others changed or reinforced your position.

Format your assignment as one of the following:

● 875-word paper

Cite at least 3 peer-reviewed sources published within the last 5 years that support your positions.

Include an APA-formatted reference list.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Explain any difference between what you expected to achieve with Decision #2 and the results of the decision.

Samanthah please

Therapy for Pediatric Clients With Mood Disorders

 

Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able recommend appropriate therapies.

 

This week, as you examine antidepressant therapies, you explore the assessment and treatment of pediatric clients with mood disorders. You also consider ethical and legal implications of these therapies.

 

Photo Credit: GettyLicense_185239711.jpg

 

Assignment: Assessing and Treating Pediatric Clients With Mood Disorders

 

When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders.

 

Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.

 

Learning Objectives

 

Students will:

 

Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients

 

Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy

 

Evaluate efficacy of treatment plans

 

Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients

 

Learning Resources

 

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

 

Required Readings

 

Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.

 

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

 

 

 

Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

 

Chapter 6, “Mood Disorders”

 

Chapter 7, “Antidepressants”

 

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

 

 

 

Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

 

 

 

Review the following medications:

 

amitriptyline

 

bupropion

 

citalopram

 

clomipramine

 

desipramine

 

desvenlafaxine

 

doxepin

 

duloxetine

 

escitalopram

 

fluoxetine

 

fluvoxamine

 

imipramine

 

ketamine

 

mirtazapine

 

nortriptyline

 

paroxetine

 

selegiline

 

sertraline

 

trazodone

 

venlafaxine

 

vilazodone

 

vortioxetine

 

 

 

Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from https://www.magellanprovider.com/media/11740/psychotropicdrugsinkids.pdf

 

Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171

 

Note: Retrieved from Walden Library databases.

 

Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf

 

Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

 

Note: Retrieved from Walden Library databases.

 

Required Media

 

Laureate Education (2016e). Case study: An African American child suffering from depression [Interactive media file]. Baltimore, MD: Author.

 

 

 

Note: This case study will serve as the foundation for this week’s Assignment.

 

Optional Resources

 

El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review. European Child & Adolescent Psychiatry, 23(10), 973–992. doi:10.1007/s00787-014-0558-3

 

Gordon, M. S., & Melvin, G. A. (2014). Do antidepressants make children and adolescents suicidal? Journal of Pediatrics and Child Health, 50(11), 847–854. doi:10.1111/jpc.12655

 

Seedat, S. (2014). Controversies in the use of antidepressants in children and adolescents: A decade since the storm and where do we stand now? Journal of Child & Adolescent Mental Health, 26(2), iii–v. doi:10.2989/17280583.2014.938497

 

To prepare for this Assignment:

 

Review this week’s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy.

 

The Assignment

 

Examine Case Study: An African American Child Suffering From Depression. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

 

At each decision point stop to complete the following:

 

Decision #1

 

Which decision did you select?  See below.

 

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

 

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

 

Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

 

Decision #2

 

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

 

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

 

Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

 

Decision #3

 

Why did you select this decision? Support your response with evidence and references to the Learning Resources.

 

What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

 

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

 

Also include how ethical considerations might impact your treatment plan and communication with clients.

 

 

 

BACKGROUND INFORMATION

 

The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.

 

Client complained of feeling “sad”

 

Mother reports that teacher said child is withdrawn from peers in class

 

Mother notes decreased appetite and occasional periods of irritation

 

Client reached all developmental landmarks at appropriate ages

 

Physical exam unremarkable

 

Laboratory studies WNL

 

Child referred to psychiatry for evaluation

 

Client seen by Psychiatric Nurse Practitioner

 

 

 

MENTAL STATUS EXAM

 

Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.

 

 

 

The PMHNP administers the Children’s Depression Rating Scale, obtaining a score of 30 (indicating significant depression)

 

 

 

 

 

RESOURCES

 

§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

 

 

 

 

 

Decision Point One

 

Select what the PMHNP should do:

 

Begin Zoloft 25 mg orally daily

 

Begin Paxil 10 mg orally daily

 

Begin Wellbutrin 75 mg orally BID

 

 

 

Case Study of the above client

 

Decision Point One

 

I selected  Zoloft 25 mg orally daily

 

RESULTS OF DECISION POINT ONE

 

Client returns to clinic in four weeks

 

No change in depressive symptoms at all

 

Decision Point Two

 

Increase dose to 50 mg orally daily

 

RESULTS OF DECISION POINT TWO

 

Client returns to clinic in four weeks

 

Depressive symptoms decrease by 50%. Cleint tolerating well

 

Decision Point…