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Practice Issue and Evidence Summary Guidelines

Capstone Project Milestone 1: Practice Issue and Evidence Summary Guidelines

Purpose

Clear identification of the practice issue is the first step in evidence-based nursing. Next, the evidence is reviewed to determine the best intervention to change practice outcomes. Completion of the milestone will include identification of the practice issue using the ACE Star Model of Knowledge Transformation and a review of the evidence that will support an intervention that will change outcomes. The evidence summary will be conducted through the ‘breaking down’ of a systematic review on your topic for your change project.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

  • CO4: Develops and outlines a scientific, systematic decision-making process to integrate critical thinking with clinical judgment to assure safe and effective outcomes. (PO4)
  • CO8: Selects evidence for best practice when planning professional nursing care for individuals, families, aggregates, and communities. (PO8)

Due Dates

Milestone 1 consists of the completion of ONE form with two worksheets called the Practice Issue and Evidence Summary Worksheets. (Links to an external site.)Links to an external site. Complete both worksheets

Practice Issue Worksheet Directions

  1. A tutorial with tips for completing this assignment may be viewed at https://atge.webex.com/atge/ldr.php?RCID=4905b26a67572323c11b839e3251c96a (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.
  2. Choose the ONE systematic review topic that is of most interest to you, or most relevant to your practice situation, from the List of Approved Systematic Reviews (Links to an external site.)Links to an external site..
  3. Follow the grading criteria below to formulate your practice issue, which must be based on the topic of the systematic review you have selected.
  4. Use the worksheet to document the practice issue presented and approved by your instructor in the Week 2 Discussions.
  5. Your practice issue will be the same for all three Milestone assignments in this course.
  6. Please type your answers directly into the worksheet.

Evidence Summary Worksheet Directions

  1. Develop an evidence summary by following the grading criteria below.
  2. Document this on the evidence summary portion of the worksheet.
  3. You will use this worksheet to incorporate your evidence summary into your Week 4 Milestone 2 assignment.
  4. Please type your answers directly into the worksheet.

**Academic Integrity Reminder**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately

References

Krogstad, J. M. (2015). Reflecting a racial shift, 78 counties turned majority-minority since 2000. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2015/04/08/reflecting-a-racial-shift-78-counties-turned-majority-minority-since-2000/

O’Daniel, M., & Rosenstein, A. H. (2008). Professional communication and team collaboration. In R. G. Hughes (Ed.). Patient safety and quality: An evidence-based handbook for nurses. Rockville: MD: Agency for Healthcare Research and Quality.

Rogers, E. M. (1995). Diffusion of innovations (4th ed.). New York, NY: Free Press.

Sanson-Fisher, R. W. (2004). Diffusion of innovation theory for clinical change. Medical Journal of Australia, 180, 55-56.

The Joint Commission. (2009). The Joint Commission guide to improving staff communication(2nd ed.). Oakbrook Terrace, IL: Joint Commission Resources.

The Joint Commission. (2015). Quick safety: Overcoming the challenges of providing care to LEP patients. Retrieved from https://www.jointcommission.org/issues/article.aspx?Article=07L7HYJFF9ixfyUPFpDzwohKEfieQSJZAT2%2bhFsYXm0%3d

Vardaman, J. M., Cornell, P., Gondo, M. B., Amis, J. M., Townsend-Gervis, M., & Thetford, C. (2012). Beyond communication: The role of standardized protocols in a changing health care environment. Health Care Management Review, 37(1), 8897. doi:10.1097/HMR.0b013e31821fa503

Rubric

NR451_Milestone1
NR451_Milestone1
Criteria

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master’s Education in Nursing

Delivery: 24 hours. 

Make sure you can meet the delivery time 

1) **********minimum 4 full pages**************************** (cover or reference page not included)

2)¨**********APA norms

3)********** It will be verified by Turnitin and SafeAssign

4) **********References from the last 5 years

_________________________________________

The purpose of this assignment is to provide a concise description and appraisal of the American Association of Colleges of Nursing (AACN) Essentials of master’s Education in Nursing (IX). Following APA guideline, provide a brief explanation on each of the essentials reflecting on each essential affects the clinical practice and the author’s interpretation of each essential

In the four pages, you must include abstract (brief – minimum1/2 page), introduction (brief- minimum 1/2 page), body (minimum 2 1/2 pages), conclusion (brief- minimum 1/2 page). There should

See attached document

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potential barriers to health

Due Date: Feb 10, 2019 23:59:59 Max Points: 150
Details:
Understanding family structure and style is essential to patient and family care. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

This family health assessment is a two-part assignment. The information you gather in this initial assignment will be utilized for the second assignment in Topic 3.

Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:

Values/Health Perception
Nutrition
Sleep/Rest
Elimination
Activity/Exercise
Cognitive
Sensory-Perception
Self-Perception
Role Relationship
Sexuality
Coping
Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview.

Upon completion of the interview, write a 750-1,000-word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.

Include the following in your paper:

Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
Summarize the overall health behaviors of the family. Describe the current health of the family.
Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified.
Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time.
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Family Health Assessment Part I
1
Unsatisfactory
0.00%2
Less than Satisfactory
75.00%3
Satisfactory
79.00%4
Good
89.00%5
Excellent
100.00%80.0 %Content 15.0 %Interview Questionnaire Assessing Functional Health Patterns Interview questionnaire is omitted. The interview questionnaire presented does not include family-focused functional health patterns. More than three of the functional heath patterns have been omitted. Four or more of the functional health patterns have fewer than three open-ended questions.The interview questionnaire presented is incomplete. One or two of the functional heath patterns have been omitted. Two or three of the functional health patterns have fewer than three open-ended questions. Overall, the interview questionnaire is inconsistent with the assignment criteria. The interview questionnaire presented. One of the functional heath patterns has been omitted. One of the functional health patterns has fewer than three open-ended questions. Overall, the interview questionnaire is consistent with the assignment criteria. Some of the open-ended questions are not family-focused or not relevant to the scope of the assignment.The interview questionnaire presented. All functional heath patterns are included, and each has three open-ended questions that are family focused and relevant to functional health patterns. The interview questionnaire is consistent with the assignment criteria. Overall, the open-ended questions are family-focused and relevant to the scope of the assignment.The interview questionnaire presented and demonstrates strong insight into family-focused assessment strategies. All functional heath patterns include three highly relevant open-ended questions. 15.0 %Family Structure (individuals, relevant attributes of family composition, race/ethnicity, social class, spirituality, environment)Description of family structure omitted.A partial description of family structure is presented. Not all individuals are included. Relevant attributes are listed but incomplete. Some attributes are missing. There are inaccuracies.A summary of family structure is presented. All individuals are included. Most relevant attributes listed are summarized. Some aspects are vague. There are minor inaccuracies.The family structure is described. All individuals and relevant attributes are presented. Overall, the discussion provides insight into the family structure.The family structure is clearly described. All individuals and relevant attributes are discussed in detail. The discussion demonstrates an in-depth perspective into family structure.15.0 %Family Health and Health BehaviorsHealth behaviors and current health of the family are not presented.Health behaviors and current health of the family are partially presented. Overall, the health and health behaviors of the family are unclear. Health behaviors and current health of the family are summarized. Overall, the health and health behaviors of the family are generally presented.Health behaviors are identified and presented. The current health behaviors of the family are described. Health behaviors are identified and presented in detail. The current health of the family is described. A clear understanding of family health and health behavior is demonstrated.15.0 %Findings (functional health patterns strengths, health problems or barriers to health)Functional health pattern strengths, health problems, and barriers to health are not presented as indicated in assignment criteria.Two functional health pattern strengths, and three health problems or barriers to health are partially presented. Some aspects presented are not relevant, or are not consistent with findings.Two functional health pattern strengths, three health problems, and barriers to health are summarized. Aspects presented are relevant and generally consistent with findings. Two functional health pattern strengths, three health problems, and barriers to health are discussed. Aspects presented are relevant and consistent with findings.Two functional health pattern strengths, three health problems, and barriers to health are discussed. Discussion identifies and assesses key aspects from findings. Discussion demonstrates insight into assessment of findings to identify functional health pattern strengths and health problems or barriers.20.0 %Application of Family Systems TheoryApplication of family systems theory is not presented.Application of family systems theory is partially presented. It is unclear how the theory will be applied to positively change overall family functions over time. There are inaccuracies in the application or representation of the theory. Application of family systems theory is presented. A general discussion on how the theory will be applied to initiate positive changes in family functions over time is presented. There are minor inaccuracies in the application or representation of the theory.Application of family systems theory to initiate positive changes in family functions over time is discussed. The manner in which the theory is applied is relevant and generally supports steps toward the desired outcomes.Application of family systems theory to initiate positive changes in family functions over time is thoroughly discussed. The manner in which the theory is applied is highly relevant and strongly supports steps to achieving the desired outcomes.15.0 %Organization and Effectiveness 5.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness 5.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage

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Discussion Question

Discussion Question

Formulating the Research Question, Problem Statement, Research Purpose

In the Week 1 discussion forum you had an opportunity to present a potential problem and an innovative solution specific to your role specialization. In addition, you have reviewed the literature to identify qualitative and quantitative research articles and submitted annotated bibliographies to provide evidence supporting the problem.

Considering the feedback provided to you by the faculty member it is now time to prepare your problem statement, research purpose, and research question.

First share your refined problem and proposed solution (given your review of literature this may have changed depending on the evidence you were able to provide). Next, follow the steps to help define your research question.

  1. Craft the problem statement and research purpose.
  2. Design your research question aimed at solving (a part of) the problem and include the following components which will focus the literature review.

PICOT Question:

Patient, Population or Problem

  1. What are the characteristics of the patient or population?
  2. What is the condition or disease you are interested in?

Intervention or exposure

  1. What do you want to do with this patient (e.g. treat, diagnose, observe)?

Comparison

  1. What is the alternative to the intervention (e.g. placebo, different drug, surgery)?

Outcome

  1. What are the relevant outcomes (e.g. morbidity, death, complications)?
  2. Ensure that the research question is answerable, feasible and clinically relevant

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arthritis.

Please, write a discussion based on the following information:

 

Mr. Jones is a single 70-year-old who has severe joint restrictions in his hips and knee due to arthritis. He walks with a limp and has considerable joint pain. He has not followed thorough on referrals for physical therapy and has rejected the recommendations for surgery, despite being informed it could decrease his pain and improve his mobility. Although he has been fitted with a cane, he does not use it.

During his visit to the Emergency Department, the nurse asks Mr. Jones why he doesn’t want therapy, surgery, or to use a cane. He responds, “All that seems like it is for old people. Can you image me trying to meet some young woman if I’m hopping around on a cane?” The nurse attempts to describe the benefits of therapy, surgery and cane use but Mr. Jones interrupts him. “Look…I appreciate you trying to help but I’m not ready for old people stuff” he says. “I’m just here to get a stronger prescription for the pain pills I’m taking.”

What could be some of the factors causing Mr. Jones’ views and reactions? What additional information would be useful to know about Mr. Jones to understand his views and assist him in improving his function and comfort level? What would be some effective actions to assist Mr. Jones?

This discussion requires one reference from an English titled, peer

-reviewed nursing journal less than five years old, and a reference from the following 

course textbook:

ISBN: 978-0-13-295631-4 

Tabloski, P. (2014). Gerontological Nursing (3rd Ed). Upper Saddle River, NJ: Pearson Health Science.

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Observational Study Designs

Observational Study Designs

A clinical pediatric nurse has noticed a rise in childhood cancer diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in cancer incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds through the reading that there appears to be an association between parental smoking and childhood cancer and wonders if this could be the cause of the rise in cases.

This type of suspected association between a risk factor (exposure) and a particular outcome (childhood cancer) can be evaluated using an observational study design. This week, you were introduced to observational study designs used in epidemiology. For this Discussion, you will identify an epidemiologic association of interest (e.g., smoking and lung cancer, obesity and heart disease, hormone replacement/modification therapy and breast cancer) and determine an appropriate observational study design for exploring that association.

To prepare:

  • Review      the different types of observational study designs presented in the      Learning Resources: ecologic, cross-sectional, case-control, and cohort.
  • Carefully      examine the characteristics, strengths, and limitations of each design.
  • Consider      an association between a risk factor and a particular health outcome that      is of interest to you. Then, select the observational study design you      think would be the most appropriate for exploring this association.
  • Consider      how using observational study designs can lead to improvements in      population health.

By tomorrow 03/14/2018 12 noon, write a minimum of 550 words in APA format with at least 3 scholarly references from the list of required readings below. Include the level one headings as numbered below:

Post a cohesive response that addresses the following:

1) Identify the association between the risk factor and health outcome you selected and suggest which observational study design you feel is most appropriate for examining that association.

2) Support your selection of the observational design, noting its strengths and limitations for addressing the health problem.

3) What might you be able to learn by using your selected study design that might lead to improvements in population health? Support your response with evidence from the literature.

Required Readings

Friis, R. H., & Sellers, T. A. (2014). Epidemiology for public health practice (5th ed.). Sudbury, MA: Jones & Bartlett.

Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

Chapter 7, “Study Designs: Cohort Studies”

Chapter 6 presents an overview of analytic study designs used in epidemiology, differentiating between experimental studies (which will be addressed next week) and observational studies (the focus of this week). In the chapter, the authors address three varieties of observational studies—ecological, cross-sectional, and case control. Chapter 7 addresses cohort studies, another form of observational design.

Doll, R., & Hill, A. B. (1999). Smoking and carcinoma of the lung. Bulletin of the World Health Organization, 77(1), 84–93.

This landmark case-control study established the relationship between smoking and lung cancer.

Framingham Heart Study. (1998). Epidemiological background and design: The Framingham study. Retrieved from https://biolincc.nhlbi.nih.gov/static/studies/framcohort/Epidemiological_Background_and_Design.pdf

The Framingham Heart Study is one of the first and largest cohort studies that measured the distribution of suspected risk factors in a large population and then tracked the development of heart disease in that cohort.

Papathanasiou, A. A., & Zintzaras, E. (2010). Assessing the quality of reporting of observational studies in cancer. Annals of Epidemiology, 20(1), 67–73. 

In this article, the authors assess the quality of reporting of observational cancer studies, noting opportunities for improvement.

Von Elm, E., Altman, D. G., Egger, M., Pocock, S. J., Gøtzsche, P. C., & Vandenbroucke, J. P. (2007). Strengthening the reporting of observational studies in epidemiology (STROBE) statement: Guidelines for reporting observational studies. Annals of Internal Medicine, 147(8), 573–577.

A consortium of scientists and medical researchers created a checklist of 22 recommended items that should be included in reports about three common observational study designs: case-control, cohort, and cross-sectional studies. This collaborative effort is an important step toward the goal of improving the quality, credibility, and generalizability of analytical research.

Healthy People 2020. (2011). Topics & objectives index. Retrieved from http://healthypeople.gov/2020/topicsobjectives2020/default.aspx

Healthy People 2020 focuses on improving population health locally and nationally. Review the topics and objectives of Healthy People 2020 as you prepare for Assignment 2.

Required Media

Laureate Education, Inc. (Executive Producer). (2012). Epidemiology and population health: Observational studies [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

In this week’s program, the presenters discuss observational studies as a means of establishing an association between an exposure or risk factor and a disease outcome. Two types of observational designs are featured: cohort and case control studies.

Optional Resources

The following ERIC notebook guides present information in a reader-friendly study guide format.

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (1999). Cohort studies. ERIC Notebook, 3, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_3.pdf

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (1999). Incidence measures in cohort studies. ERIC Notebook, 4, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_4.pdf

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (1999). Case-control studies. ERIC Notebook, 5, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_5.pdf

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (1999). Cross-sectional studies. ERIC Notebook, 7, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_7.pdf

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (2000). Ecologic studies. ERIC Notebook, 12, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_12.pdf

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regulation for nursing practice

Nursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each.

Both boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing.

To Prepare:

Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
Review the NCSBN and ANA websites to prepare for your presentation.
The Assignment: (9- to 10-slide PowerPoint presentation)

Develop a 9- to 10-slide PowerPoint Presentation that addresses the following:

Describe the differences between a board of nursing and a professional nurse association.
Describe the geographic distribution, academic credentials, practice positions, and licensure status of members of the board for your specific region/area.
Who is on the board?
How does one become a member of the board?
Describe at least one federal regulation for healthcare.
How does this regulation influence delivery, cost, and access to healthcare (e.g., CMS, OSHA, and EPA)?
Has there been any change to the regulation within the past 5 years? Explain.
Describe at least one state regulation related to general nurse scope of practice.
How does this regulation influence the nurse’s role?
How does this regulation influence delivery, cost, and access to healthcare?
Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
How does this regulation influence the nurse’s role?
How does this regulation influence delivery, cost, and access to healthcare?

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methods for evaluating evidence

methods for evaluating evidence Compare and contrast these two methods.

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Course Outcomes

M

Purpose

The purposes of this assignment are to: (a) identify and articulate leadership styles to support your management of power as the nurse executive at Saint Louis Medical Center (SLMC) (CO 1, 2), (b) compare and contrast organizational structures that may influence the management of power of your role (CO 3), and (c) provide empirical, scholarly evidence to support your assignment in a clear, succinct, and scholarly manner (CO 4).

Course Outcomes

Through this assignment, the student will demonstrate the ability to:

(CO1) Evaluate organizational theories in relation to healthcare administration utilizing critical thinking and collaborative therapeutic intervention strategies of the professional role. (PO 5)

(CO 2) Synthesize management and leadership theories with a caring, holistic, collaborative approach in preparation of nurse administrator roles; utilizing critical thinking, communication skills and therapeutic intervention strategies, of the professional role related to health outcomes. (PO 2, 5)

(CO 3) Compare and contrast the effect of organizational structures, e.g. organizational charts, standards, resources, philosophy, procedures, and culture on work processes and organizational and patient outcomes; utilizing critical thinking, interprofessional collaboration, communication skills and strategies of the professional role. (PO 1, 2)

(CO 4) Apply the use of research in the evaluation of healthcare outcomes; utilizing critical thinking skills, and interprofessional research strategies. (PO 4)anagement of Power Paper

 

Requirements:

  1. This paper will be graded on quality of paper information, use of citations, use of standard grammar, sentence structure, and organization based on the required components.
  2. Create this assignment using Microsoft (MS) Word, which is the required format for all Chamberlain documents. You can tell that the document is saved as a MS Word document because it will end in .docx.
  3. Submit to the appropriate assignment area by 11:59 p.m. MT on Sunday of the week due. Any questions about this paper may be discussed in the weekly Q & A discussion topic.
  4. The length of the paper is to be no greater than three pages, excluding title page and reference page.
  5. APA format using the sixth edition manual is required in this assignment, including a title page and reference page. Use APA level 1 headings for the organizational structure of this assignment. Remember that the introduction does not carry a heading that labels it as a level heading in APA format. The first part of your paper is assumed to be the introduction. See the APA manual sixth edition for details. Use the suggested format and headings to organize your assignment.
    1. Include introduction and discuss power (do not label as a heading in APA format)
    2. Leadership styles
    3. Organizational structures
    4. Evidence
    5. Conclusion

Management of Power Paper

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ethical and legal implications

Write a 4- to 6- page paper that addresses the following: APA style with 4-5 references that are less than 5 years old.

• Explain the ethical and legal implications of disclosure and nondisclosure. Be sure to reference laws specific to TEXAS

• Describe what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error. Provide your rationale.

• Explain the process of writing prescriptions including strategies to minimize medication errors

Title page

Intro

Headings pertaining to paper

Summary

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