LUNG CANCER

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Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
Part 1: Concept Map
• (relevant case study) Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Part 2: Additional Evidence (Narrative)
• Justify the value and relevance of the evidence you used as the basis for your concept map.
• Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
o Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
o Justify the value and relevance of the evidence used as the basis for a concept map.
• Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
o Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
o Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
o Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Reference:
Cancer
• American Cancer Society (n.d.). Retrieved from https://www.cancer.org/
• Office on Women’s Health. (2014). Cancer. Retrieved from https://www.womenshealth.gov/cancer/index.htm

 

 

 

 

 

 

Sample Solution

Previous empirical research & Study Hypotheses
Edmondson (2004) argues that leader’s behaviour is one of psychological safety’s antecedents, positing that leader behaviour is influencing team psychological safety by creating salient beliefs among followers regarding the way that the leader will use power and how this may affect a follower. As well, a meta-analytic review of psychological safety found leadership to influence the team psychological safety by shaping the work environment (Frazier, Fainshmidt, Klinger, Pezeshkan, & Vracheva, 2017).
In a cross-sectional study on 489 health care workers from 28 nursery teams, Raes et al. (2013) investigated how team learning behaviour is influenced by the transformational leadership and laissez-faire leadership. The results showed that team learning behaviour was better predicted by transformational leadership, due to transformational leadership being primarly related to psychological safety while it is not the case for laissez-faire leadership (Raes, Lismont, Decupyer, & van den Bossche, 2013). On the other hand, a study on organisational learning analysing teams 44 whtin community clinics in Israel concluded that transactional leadership is negatively associated with learning behaviours (Amitay, Popper, & Lipshitz, 2005). Even though the authors of the study do not link directly this correlation with the team psychological safety, they posit that obtaining valid information for learning requires psychologically safe environments that discourage the usage of defensive routines (Amitay, Popper, & Lipshitz, 2005).
H1: Transformational leadership is positively related to psychological safety.
H2: Transactional leadership is negatively related to psychological safety.
In a study analysing more than 160 leader-follower dyads, Wang et al. (2005) found evidence suggesting that LMX mediates the relationship between transformational leadership and performance (more specifically, task performance and organisational citizenship behaviour). The study concluded that the behaviours of the transformational leadership are a social currency that nourishes a high-quality leader-member exchange; that transformational leadership enhances followers’ receptivity for role expansion and extra-role actions via processes of social and/or personal identification; and that leader-member exchange gives leadership a more personal meaning (Wang, Law, Hackett, Wang, & Chen, 2005). In a case-based analysis, Roussin (2008) found that dyadic leadership discovery – “leader joining in honest, revealing, and (potentially) trust- building conversations with individual team members” – was more effective in increasing team psych

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