Tag Archive for: nursing

Educational and Community-Based Programs

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In collaboration with your approved course mentor, you will identify a specific evidence-based practice proposal topic for the capstone project. Consider the clinical environment in which you are currently working or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. Examples of the integration of community health, leadership, and an EBP can be found on the “Educational and Community-Based Programs” page of the Healthy People 2020 website.

Write a 500-750 word description of your proposed capstone project topic. Make sure to include the following:

The problem, issue, suggestion, initiative, or educational need that will be the focus of the project
The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.
A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.
Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.
Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.
A proposed solution to the identified project topic
You are required to retrieve and assess a minimum of 8 peer-reviewed articles. Plan your time accordingly to complete this assignment.

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

Assessment/Interview

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Assessment/Interview

Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community.

1Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”

2Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype. Complete the “Provider Interview Acknowledgement Form” and submit with the group presentation.

Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Compile key findings from the interview, including the interview questions used, and submit with the group presentation.

 

 

When submitting this assignment, include the interview questions, the interview findings, completed “Provider Interview Acknowledgement Form,” and the community assessment PPT presentation.

 

 

Note by me: I need the interview to a hispanic community provider. I wrote all the instructions above and I am gonna put the Functional Health Pattern Community assessment form.

 

 

 

 

Functional Health Patterns Community Assessment Guide

 

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community assessment data in preparation for completion of your collaborative learning community (CLC) assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.

 

Value/Belief Pattern

  • Predominant ethnic and cultural groups along with beliefs related to health.
  • Predominant spiritual beliefs in the community that may influence health.
  • Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).
  • Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?
  • What does the community value? How is this evident?
  • On what do the community members spend their money? Are funds adequate?

 

 

Health Perception/Management

  • Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).
  • Immunization rates (age appropriate).
  • Appropriate death rates and causes, if applicable.
  • Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?
  • Available health professionals, health resources within the community, and usage.
  • Common referrals to outside agencies.

 

 

Nutrition/Metabolic

  • Indicators of nutrient deficiencies.
  • Obesity rates or percentages: Compare to CDC statistics.
  • Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).
  • Availability of water (e.g., number and quality of drinking fountains).
  • Fast food and junk food accessibility (vending machines).
  • Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).
  • Provisions for special diets, if applicable.
  • For schools (in addition to above):
    • Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)
    • Amount of free or reduced lunch

 

 

Elimination (Environmental Health Concerns)

  • Common air contaminants’ impact on the community.
  • Noise.
  • Waste disposal.
  • Pest control: Is the community notified of pesticides usage?
  • Hygiene practices (laundry services, hand washing, etc.).
  • Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.
  • Universal precaution practices of health providers, teachers, members (if applicable).
  • Temperature controls (e.g., within buildings, outside shade structures).
  • Safety (committee, security guards, crossing guards, badges, locked campuses).

 

 

Activity/Exercise

  • Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).
  • Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).
  • Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).
  • Injury statistics or most common injuries.
  • Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).
  • Means of transportation.

 

 

Sleep/Rest

  • Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).
  • Indicators of general “restedness” and energy levels.
  • Factors affecting sleep:
    • Shift work prevalence of community members
    • Environment (noise, lights, crowding, etc.)
    • Consumption of caffeine, nicotine, alcohol, and drugs
    • Homework/Extracurricular activities
    • Health issues

 

Cognitive/Perceptual

  • Primary language: Is this a communication barrier?
  • Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.
  • Opportunities/Programs:
    • Educational offerings (in-services, continuing education, GED, etc.)
    • Educational mandates (yearly in-services, continuing education, English learners, etc.)
    • Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)
  • Library or computer/Internet resources and usage.
  • Funding resources (tuition reimbursement, scholarships, etc.).

 

 

Self-Perception/Self-Concept

  • Age levels.
  • Programs and activities related to community building (strengthening the community).
  • Community history.
  • Pride indicators: Self-esteem or caring behaviors.
  • Published description (pamphlets, Web sites, etc.).

 

 

Role/Relationship

  • Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).
  • Vulnerable populations:
    • Why are they vulnerable?
    • How does this impact health?
  • Power groups (church council, student council, administration, PTA, and gangs):
    • How do they hold power?
    • Positive or negative influence on community?
  • Harassment policies/discrimination policies.
  • Relationship with broader community:
    • Police
    • Fire/EMS (response time)
    • Other (food drives, blood drives, missions, etc.)

 

 

Sexuality/Reproductive

  • Relationships and behavior among community members.
  • Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).
  • Access to birth control.
  • Birth rates, abortions, and miscarriages (if applicable).
  • Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).

 

 

Coping/Stress

  • Delinquency/violence issues.
  • Crime issues/indicators.
  • Poverty issues/indicators.
  • CPS or APS abuse referrals: Compare with previous years.
  • Drug abuse rates, alcohol use, and abuse: Compare with previous years.
  • Stressors.
  • Stress management resources (e.g., hotlines, support groups, etc.).
  • Prevalent mental health issues/concerns:
    • How does the community deal with mental health issues
    • Mental health professionals within community and usage
  • Disaster planning:
    • Past disasters
    • Drills (what, how often)
    • Planning committee (members, roles)
    • Policies
    • Crisis intervention plan

 

Optional Resources

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Having a budget is critical for the financial stability of an organization. Keeping track of how well the organization is actually adhering to the budget, and subsequent identification of why the budget numbers are being missed is equally important. Without this critical “why” piece, it is difficult to make the necessary adjustments to the budget or to organizational behavior that might be promoting overspending.

A good budget is built with thoughtful consideration of future costs and revenue. Though your budget is formulated with expected figures in mind, the actual resulting values may vary considerably. This variance–from projected to actual–can be a pleasant surprise or a fiscal nightmare and can make financial decision making difficult. Fortunately, variance analysis can enable management to determine why variance occurred and what can be done to mitigate its effects.

For those not comfortable with the use of Microsoft Excel, this week’s Optional Resources suggest several tutorials.

To prepare:

  • Review the information in this week’s Learning Resources dealing with variance analysis, how it is calculated, and how it can be used in decision making.
  • View the video  Week 8 Application Assignment Tutorial: Variance Analysis, provided in this week’s Learning Resources.
  • Use the Week 8 Application Assignment Template, provided in this week’s Learning Resources, to complete this assignment.   Carefully examine the information in each of the scenarios and provide the necessary calculations.  Using this information will help you answer the questions.

Note: For those Assignments in this course that require you to perform calculations you must:
Use the Excel spreadsheet template for the Week 8 assignment
Show all your calculations and formulas in the spreadsheet.
Answer any questions included with the problems (as text in the Excel spreadsheet).

Salary Variance Scenario

For this Assignment run a variance analysis. Based on the information you obtain: assess the results of the analysis, suggest potential causes of the budget variances and an explanation for addressing the situation.

Using the following performance data calculate the volume adjusted labor rate variance and volume adjusted efficiency variance. Your Variable Expense Factor is 40% and your Volume Change Factor is 50%.

Note: Submit the Excel spreadsheet containing your Salary Variance Scenario calculations to the Assignment submission link.

 

In the past, students expressed confusion on which cells to complete on the week 8 assignment. To reassure you and perhaps, make it simpler, I have highlighted all cells that should have data in them on this assignment. That data may be simply transferred from data provided, or require you to complete a formula. I hope this helps.

Week 8 highlighted template Weatherspoon.xls

On your Excel assignments with a narrative, I have a request.

Please click on the narrative cell box (where you will write your answer; then look at the tool bar on top- click Wrap Text.  This will keep your narrative answer in a viewable box. Otherwise it runs off the screen. This is a big help to me as I can grade the assignment within the Blackboard system. If it is not done I have to download and expand that box (using wrap text) then reupload it again.  This prevents me from putting feedback directly into the grading tool on your assignment. Here is a screenshot:

Thank you for your help with this on the week 8 and week 10 assignments! Dr  Deb

The highlighted areas are where you need to complete! Don’t forget to Wrap Text!

Dr Deb

c

Professional Development Exercises

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Professional Development Exercises :

  • Describe the kinds of evidence that a plaintiff can present in order to establish a negligent act. What defenses can a defendant present in order to refute a plaintiff’s evidence?
  • How do statutes of limitations protect professional nurse-defendants? Do they also protect the injured parties?
  • What can staff nurses do to protect patients from quasi-intentional torts? Does this differ from the nurse manager’s role in preventing quasi-intentional torts?
  • Read the case study presented at the end of Chapter 5 (Guido, p. 67).
    • Does the failure to document an admission nursing assessment equate with the fact that this nurse did no admission nursing assessment?
    • What might the patient’s attorney further allege in his supplemental report?
    • How would one decide the standard of care for this patient?
    • How would you decide the outcome of this case?
  • Read the case study presented at the end of Chapter 6 (Guido, p. 96)
    • Was there negligence in this case and who should be liable for the negligence?
    • What type of damages should be assessed and how would you begin to determine the amount to assess?
    • Given that there were multiple individuals involved in this case as well as the institution that employed these individuals, how would you determine the percentage of liability for the multiple defendants, assuming that more than one defendant should be assessed with damages?
    • How would you decide this case?
  • Read the case study presented at the end of Chapter 7(Guido, p. 115)
    • Were there damages that should be paid to this patient for negligence?
    • Who should be the individuals responsible for these damages? For example, is the surgeon the individual most liable for the damages owed to the patient?
    • Should the Bovie manufacturer also have been included in the lawsuit?
    • Are there any defenses that the defendants could cite that would mitigate their liability to this patient?
    • How should the court decide the damage awards in this instance?

Please combine all of these responses into a single Microsoft Word document for submission
Please submit only complete assignments (not partial or “draft” assignments).
Submit only the assignments corresponding to the module in this section.
You are required 750  word count for each of the responses, but please be thorough in your responses so that you adequately address all aspects of each question.

Patient Safety Goals

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As technology in healthcare continues a shift to homecare is inevitable, safety is of utmost importance. Review the most current Patient Safety Goals for homecare found under the NPSG Program Links. Review the 5 NPGS listed for the Home Care option and discuss each one related to how the nurse can ensure they are met. Finally, locate an article that discusses technology and home care and summarize the findings. How will this shift to home care impact your day-to-day nursing practice?

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook. Please reply to at least two classmates. Replies to classmates should be at least 200 words in length.

Future of Nursing

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In a formal paper of 1,000-1,250 words you will discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.” Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development. What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

Explore the Campaign for Action webpage (you may need to research your state’s website independently if it is not active on this site): http://campaignforaction.org/states

Review your state’s progress report by locating your state and clicking on one of the six progress icons for: education, leadership, practice, interpersonal collaboration, diversity, and data. You can also download a full progress report for your state by clicking on the box located at the bottom of the webpage.

In a paper of 1,000-1,250 words:

  1. Discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
  2. Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development.
  3. What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

Summarize two initiatives spearheaded by your state’s action coalition. In what ways do these initiatives advance the nursing profession? What barriers to advancement currently exist in your state? How can nursing advocates in your state overcome these barriers?

A minimum of three scholarly references are required for this assignment.

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 Turnitin.

Topic 4 DQ 2

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2 postsRe: Topic 4 DQ 2

To be professionally accountable in nursing is necessary and vital for patient care and safety. According to The American Nurses Association Code of Ethics, the definition of accountability “ is to be answerable to oneself and others for one’s own actions.”
The nurse has to ensure that while delivering care, accountability is owed to themselves and the client, the client’s family, colleagues, the workplace and the profession.

An example of professional accountability is during the admission process of a client to a psychiatric unit for the first time. The client is involuntary and is not sure what this status means for them. With professional accountability, the nurse explains the involuntary status and also ensures that the family understands what this status is in a psychiatric facility. Due to the fact that the hospital is a teaching facility and nursing students are always present, each opportunity must be seen as a teaching moment, so nursing students can understand how professional accountability impacts the care of clients from the time of admission.

A senior nurse knows that establishing a therapeutic relationship allows the client to feel safe and being professionally accountable impacts both client and student especially during the assessment phase. Here the nursing process is key to clinical expertise and using the nursing process demonstrates that quality of care must start from the point of admission to discharge. This nursing process is kept in mind by a highly educated nurse who also uses evidence-based practice to deliver safe and effective care.

Evidence-based practice in professional accountability allows the nurse to have a better understanding of the practice and how accountability influences her to make decisions that fully impacts patient care.(Brower & Nemec,2017) An example of evidence-based practice in mental health is to form a client-centered plan of care to ensure all decisions are shared-decision making. The care team and the client seeking help with mental health issues come together to have client-centered care and self-directed care.

With accountability to the client and self, the nurse is an advocate for the client and ensures that the latest evidence is used to drive change for better patient outcomes. ( Brower & Nemec, 2017).

Professional Accountability is one of the best ways for a nurse to self regulate, be conscious of the care and their impact when imparting knowledge to the future generation of nurses.

New practice approaches

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Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:

  1. New practice approaches
  2. Intraprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Population health concerns
  6. The role of technology in improving health care outcomes
  7. Health policy
  8. Leadership and economic models
  9. Health disparities

Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.

approved drugs

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The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable, since very few drugs have been specifically researched and tested with children.

When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion.

Photo Credit: Getty Images

Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group.

To Prepare
  • Review the interactive media piece in this week’s Resources and reflect on the types of drugs used to treat pediatric patients with mood disorders.
  • Reflect on situations in which children should be prescribed drugs for off-label use.
  • Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics.
By Day 5 of Week 11

Write a 1-page narrative in APA format that addresses the following:

  • Explain the circumstances under which children should be prescribed drugs for off-label use. Be specific and provide examples.
  • Describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.

ZERO PLAGIARISM

5 REFERENCE NOT MORE THAN 5 YEAR

Introduction to Academic Learning

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Please separate the questions from each other and provide individual reference for each question. No plagiarism please

Topic 2: Introduction to Academic Learning

1. You will submit your written assignments to Turnitin in your courses as you complete the program. The purpose is to help you determine how effectively you are integrating other sources into your own writing. Turnitin reports assist you in determining if you are integrating other’s writing into your own correctly and in accord with acceptable practices for scholarly writing. Review the Turnitin report provided. Indicate paragraphs that you believe need review and provide rationale. Also, discuss the impact of correct APA format and integration of sources on your credibility as a scholar in the discipline.

Prepare this discussion question according to the guidelines found in the APA style guide. An abstract is not required.

2. Review the “PICOT Selection Guidelines” resource.

Using the PICOT format, formulate one evidence-based practice (EBP) question in correct format. Follow the selection guidelines in order to choose an appropriate topic idea that can be supported with empirical research.

In 200-300 words, justify why this topic fits the PICOT guidelines and is worthy of additional investigation.

Submit your PICOT question and supporting articles.

Prepare this discussion question according to the guidelines found in the APA style guide, An abstract is not required.

Topic 3: Foundations of Doctoral Research

1. After reviewing the “DNP Direct Practice Improvement Project Recommendations” PowerPoint, in addition to using the information you provided in your application to the GCU doctoral program, briefly describe a potential topic of interest for your DPI Project. How do you believe this project will contribute to the body of knowledge in your field?

2. Once you receive your Typhon access explore the website, create a sample case log with 1 minute of logged time (0:60). Create a screen shot of the completed sample log and post it in the Individual Forum for faculty review and approval. Along with your screenshot, briefly state any challenges you experienced.

Topic 4: Introduction to Critical Thinking

1. After reading the article, “Evidence Synthesis and Meta-Analysis: A Practical Approach,” briefly and concisely describe specifically what you learned about synthesis and meta-analysis.

2. Metacognition is thinking about thinking. What are some of the benefits of metacognition, and why is it important for doctoral learners to understand their metacognitive processes?

Topic 5: Expanded Doctoral Research

1. Why is it important to develop the skill of questioning? How does developing this skill apply to your reading of empirical articles, research conclusions, and your own DPI Project?

2. How do you determine if the conclusions of empirical research are logically supported or not? Do conclusions that are not logically supported invalidate the entire study? Why or why not? How might you address utilizing studies or information from studies with unsupported conclusions?

Topic 6: Becoming a Practitioner-Scholar

1. In your opinion, what is the difference between being a learner and being a scholar? Justify your claims.

2. What are misrepresentations that can occur while reading other’s work and using its data? How can do you determine when data is a useful source of evidence for a project? Is it possible to misrepresent data and conclusions using statistics? Why or why not? How?

Topic 7: Christian Worldview and Philosophical Principles

1. Briefly describe what you have learned from feedback given by your instructor regarding your PICOT question. How will you frame your PICOT differently moving forward? Be specific about what components, if any, that you will change.

2. Describe how your personal philosophy affects your worldview and how that impacts decision making and your approach to research. What does assessing your own worldview in this way teach you about yourself?

Topic 8: Next Steps in the Doctoral Journey

1. What is the most important skill for success in your doctoral pursuit? Why?

2. Reflect on the material and assessment given in the course and what you have learned in this course, what aspects of the doctoral pursuit do you find the most challenging? Most rewarding?