Tag Archive for: nursing

Developing an Evidence-Based Practice (EBP) Project Question

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Developing an Evidence-Based Practice (EBP) Project Question

Consider issues related to your nursing practice. What stands out to you about your specialty area? What questions or concerns do you think are especially in need of attention? Why? How would you most like to contribute to the knowledge base of your profession?

The EBP Project provides a significant opportunity for furthering the nursing profession. Formulating a specific, applicable question is a necessary first step for developing your project. The question defines the focus of the EBP Project and guides your selection of research methods and tools. Think about aspects of your specialty area and begin to formulate a question that relates to your nursing practice.

The primary purpose of this Discussion is to provide a forum in which you and your colleagues can support each other in cultivating a practice-related question.

To prepare:

  • Develop      your EBP Project question using the PICO (patient group, issue      or intervention, comparison, outcome) method as described in Chapter 2      of Clinical Research for the Doctor of Nursing Practice (p.      29) and other resources. Depending on your specialty area, you may modify      the PICO method as necessary to be appropriate for your target population.
  • Begin      to complete the “Literature Review Matrix,” reviewing at least four to six      research articles relevant to your specialty area and      your EBP Project question. Note any areas of difficulty that you      encounter, as well as any strategies or insights that might be beneficial      to others.
  • Reflect      on the information presented in the McCurry, Revell, and Roy article      listed in the Learning Resources.
  • What      questions or concerns, if any, do you have about how to develop your      project question and/or expand your expertise in your specialty area?

By tomorrow 08/28/18 10pm write a minimum of 550 words in APA format with at least 3 scholarly references from the list of required readings below. Answer the questions as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Share your project question, as you have developed it thus far (Write the questions exactly as the PIICOT Template provided in the attached file area).

2) Discuss salient elements that inform your project question: theory, current research, nursing practice, and specialty knowledge.

3) Pose any questions or concerns you may have related to developing your project question or literature review. You may also include any other issues related to expanding your expertise within your specialty area.

Required Readings

Terry, A. J. (2018). Clinical research for the doctor of nursing practice (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 2, “Developing the Researchable Problem”

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/dnp/Essentials.pdf

Jeffs, L., Beswick, S., Lo, J., Campbell, H., Ferris, E., & Sidani, S. (2013). Defining what evidence is, linking it to patient outcomes, and making it relevant to practice: Insight from clinical nurses. Applied Nursing Research, 26, 105-109. 

McCurry, M. K., Revell, S. M. H., & Roy, C. (2009). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52.

Melnyk, B.M., Fineout-Overhold, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51-53.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61.

Tschannen, D., Aebersold, M., Kocan, M., Lundy, F., & Potempa, K. (2015). Improving patient care through student leadership in team quality improvement projects. Journal Nursing Care Quality, 30(2), 181-186. 

Vanderbilt University Center for Teaching. (2017) Bloom’s Taxonomy Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Yensen, J. (2013). PICO Search Strategies. Online Journal of Nursing Informatics (OJNI), 17 (3). Available at

http://ojni.org/issues/?p=2860

Project Management Institute

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Consider the following scenario:

Isabel recently earned certifications offered by the American Association of Critical Care Nurses and the American Organization of Nurse Executives for nurse managers and leaders. She was especially proud of this accomplishment and was confident it would serve her well as she continued her career. At a conference last week, she had found herself talking with a colleague about certification. To her surprise, her colleague suggested that she look into certification through the Project Management Institute. It had not occurred to Isabel that she might need or want that type of certification, but upon further reflection she could see how important it was to be able to manage projects effectively. She wondered how pursuing this type of certification might further her professional development and lead to new opportunities down the road. At the very least, she decided it was worth exploring further.

As you are aware, numerous nursing organizations offer opportunities for professional development, community service, and information gathering. There are also many certifications you can obtain through professional societies or organizations. Certifications recognize an individual’s specialty area knowledge and skills and can lead to professional empowerment. By obtaining certifications, you can help improve your quality of practice and increase your earning potential.

In this Discussion, you consider development opportunities afforded through professional associations and examine how earning certifications can advance your career.

To prepare:

  • Reflect on your professional goals. These goals may relate to the practicum professional development objectives you established in Week 1, but you are encouraged to take a broader view of what you would like to accomplish in the immediate future, as well as five or 15 years from now. Identify at least one goal that is especially important to you.
  • Think about the benefits of becoming involved in professional organizations and obtaining certifications.
  • If you already have a specialty or clinical certification, reflect on how this has impacted the achievement of your professional goals thus far.
  • Review information about two or more of the professional organizations listed in the Learning Resources. Consider the following questions:
    • As you explore each organization’s website, review the mission, vision, and value statements. Also examine the strategic plan, if possible. How do these align with your interests and your professional goals?
    • Investigate whether the organization offers networking opportunities with fellow professionals. Is there a local or regional chapter you could join?
    • What are the potential benefits of obtaining a certification through each organization? Examine the criteria for certification.
    • Evaluate your readiness and desire to become certified through each organization. What hesitations, if any, do you have?
    • How and why might this certification be useful to you and/or enhance your professional development?

Post on or before Day 3 a description of one or more of your professional goals. Explain a certification provided by a professional organization that would be of interest to you. Explain how and why this additional certification would be useful to you and/or enhance your professional development. Evaluate your readiness to obtain this certification, noting any reservations you may have.

AGAIN project is on creating a standardized way to place nursing students for clinical at Rasmussen College in Green Bay Wisconsin.  I have included all pertinant postings and papers thus far for reference.

Please email if more informaton is needed to complete assignment.

Envisioning The Future

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Envisioning The Future

In this final discussion, look back on your experiences in the course and provide an overview of what you have learned from the course with regard to diversity. You can start by reviewing your final projects and your answers to the Module One discussion. In your initial post, address the following questions:

  • How has your definition of diversity changed?
  • How do the four lenses approach the study of diversity with respect to the individual and society?
  • How do the four lenses represent a way of seeing diversity?
  • What are the implications of diversity on the future?
  • How are you going to implement what you have learned in this course into your own life?

Please use resources below!

Allergic Rhinitis

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C.D is a 55-year-old African American male who presents to his primary care provider with a 2-day history of a headache and chest pressure.

PMH

Allergic Rhinitis

Depression

Hypothyroidism

Family History

Father died at age 49 from AMI: had HTN

Mother has DM and HTN

Brother died at age 20 from complications of CF

Two younger sisters are A&W

Social History

The patient has been married for 25 years and lives with his wife and two children. The patient is an air traffic controller at the local airport. He has smoked a pack of cigarettes a day for the past 15 years. He drinks several beers every evening after work to relax. He does not pay particular attention to sodium, fat, or carbohydrates in the foods he eats. He admits to “salting almost everything he eats, sometimes even before tasting it.” He denies ever having dieted or exercised.

Medications

Zyrtec 10 mg daily

Allergies

Penicillin

ROS

States that his overall health has been fair to good during the past year.

Weight has increased by approximately 30 pounds in the last 12 months.

States he has been having some occasional chest pressure and headaches for the past 2 days. Shortness of breath at rest, headaches, nocturia, nosebleeds, and hemoptysis.

Reports some shortness of breath with activity, especially when climbing stairs and that breathing difficulties are getting worse.

Denies any nausea, vomiting, diarrhea, or blood in stool.

Self treats for occasional right knee pain with OTC Ibuprofen.

Denies any genitourinary symptoms.

Vital Signs

B/P 190/120, HR 73, RR 18, T. 98.8 F., Ht 6’1”, Wt 240 lbs.

HEENT

TMs intact and clear throughout

No nasal drainage

No exudates or erythema in oropharynx

PERRLA

Funduscopy reveals mild arteriolar narrowing without nicking, hemorrhages, exudates, or papilledema

Neck

Supple without masses or bruits

Thyroid normal

No lymphadenopathy

Lungs

Mild basilar crackles bilaterally

No wheezes

Heart

RRR

No murmurs or rubs

Abdomen

Soft and non-distended

No masses, bruits, or organomegaly

Normal bowel sounds

Ext

Moves all extremities well

Neuro

No sensory or motor abnormalities

CN’s II-XII intact

DTR’s = 2+

Muscle tone=5/5 throughout

What you should do:

  • Develop an evidence-based management plan.
  • Include any pertinent diagnostics.
  • Describe the patient education plan.
  • Include cultural and lifespan considerations.
  • Provide information on health promotion or health care maintenance needs.
  • Describe the follow-up and referral for this patient.
  • Prepare a 3–5-page paper (not including the title page or reference page).

Healing and Autonomy

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In addition to the topic study materials, use the chart you completed   and questions you answered in the Topic 3 about “Case Study:   Healing and Autonomy” as the basis for your responses in this assignment.

Answer the following questions about a patient’s spiritual needs in   light of the Christian worldview.

  1. In 200-250 words, respond to the following: Should the     physician allow Mike to continue making decisions that seem to him     to be irrational and harmful to James, or would that mean a     disrespect of a patient’s autonomy? Explain your rationale.
  2. In 400-500 words, respond to the following: How ought the     Christian think about sickness and health? How should a Christian     think about medical intervention? What should Mike as a Christian     do? How should he reason about trusting God and treating James in     relation to what is truly honoring the principles of beneficence and     nonmaleficence in James’s care?
  3. In 200-250 words, respond     to the following: How would a spiritual needs assessment help the     physician assist Mike determine appropriate interventions for James     and for his family or others involved in his care?

Remember to support your responses with the topic study materials.

advanced practice nurse

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Week 1 Journal

As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment such as a Journal Entry or SOAP Note that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal. To prepare for this course’s Practicum Experience, address the following in your practicum journal:

Select an aging theory to guide your practice.
Develop goals and objectives for the Practicum Experience in this course. Be sure to consider geriatric competencies.
Create a timeline of practicum activities based on your practicum requirements.

Week 2 Journal

To prepare for this course’s Practicum Experience, reflect on implications of age-related changes in geriatric patients. Explain how you might differentiate between normal behaviors/disorders due to aging and abnormal behavior/disorders that are not age related. Include how functional assessments might help distinguish “normal” from “abnormal.”

Week 4 Journal

Reflect on medication adherence issues you have encountered with geriatric patients in your practicum setting. Explain implications of these issues on patient health, as well as strategies to improve medication adherence for geriatric patients. If you did not have an opportunity to evaluate a patient with this background during the last 4 weeks, you can select a related case study or reflect on previous clinical experiences.

*Please use APA format. Cite references within the paper along with a reference list at the end.

Creating Culturally Competent Health Care Organizations

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Creating Culturally Competent Health Care Organizations

Read chapter 9 of the class textbook and review the attached PowerPoint presentation.  Once done present an analysis of the following case study answering the questions below.

Mrs. Li Huan, a 79-year-old Chinese American widow who lives alone in New York City’s Chinatown recently had a cerebrovascular accident (CVA) or stroke. Mrs. Li has right-sided paralysis with partial loss of voluntary movement and sensation in her right arm and leg. Mrs. Li has weak facial muscles, difficulty with speech, and drooling. She experiences numbness and tingling in her arms and legs. Mrs. Li is going to a rehabilitation center known for delivering culturally competent interprofessional care where she is cared for by a team of credentialed health care providers: Dr. Indira Patel, nurse J.J. Johnson, physical therapist Mohammad Abu Said, dietician Maria Gonzalez, and Chinese American herbalist, Chen Minzhe.

(Note: In traditional Chinese culture, a person’s last name or surname is written first, followed by his/her first name. Therefore, the patient’s last name is Li and the herbalist’s last name is Chen. It is proper etiquette to call a person of Chinese background by his/her title, in this case, Mrs. Li and Mr. Chen until the individual gives you permission to use his/her first name. To further confuse matters, many acculturated Chinese Americans are likely to reverse their first and last names in the typical US or Canadian order. Therefore, it is important to ask the patient, “What is your first name? What is your last name?” Note the correct order on the patient’s chart for other members of the team.)

  1. How do members of the interprofessional team assess Mrs. Li’s literacy, diet, and medications, including herbal medicines being provided by her herbalist, Mr. Chen?
  2. How do the nurse and other members of the team determine if complementary or integrative treatments, such as medicinal herbs, are helpful, harmful, or neutral to Mrs. Li’s recovery?
  3. If you were seeking advice or consultation from a traditional Chinese herbalist in your community, how would you locate one?
  4. Why do patients seek treatment from alternative and integrative healers?
  5. How can credentialed health care providers work collaboratively with Mr. Chen to ensure that prescription medicines and herbs are compatible and that there are no adverse or harmful interactions between various medicines?
  6. What strategies would you recommend to promote Mrs. Li’s optimum functioning and health following her CVA? (Andrews & Boyle, Transcultural Concepts in Nursing Care, 7th Edition).

INSTRUCTIONS:

APA format word document, Arial 12 font attached to the forum ,   If you don’t post your assignment in any of the required forums you will not get the points.  A minimum of 2 evidence-based references besides the class textbook no older than 5 years must be used.   the proper references no older than 5 years in two different days to verify attendance and as well make sure the references are properly quoted in your assignment.  A minimum of 800 words is required.

LATIN COMMUNITY

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PLEASE READ EVERY INSTRUCTIONS IN ORDER TO ANSWER THE ASSIGMENT CORRECTLY.. USE THE DOCUMENTS ATTACHED BELLOW TO ANSWER THE ASSIGMENT.. SEE THE GRADING RUBRIC TO ANSWER THE ASSIGMENT. HAS TO BE FREE OF PLAGIARISM

 

 I LIVE IN MIAMI-FLORIDA ( COMMUNITY CHOOSEN: LATIN COMMUNITY)

 

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

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.

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

PowerPoint Presentation

Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest.

Include the following in your presentation:

  1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges.
  2. Summary of community assessment.
  3. Summary of interview with community health/public health provider.
  4. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 not required to submit this assignment to Turnitin.

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

NRS-427V.R.ProviderInterviewAcknowledgementForm_10-14-13.doc NRS427V.R.FunctionalHealthPatternsCommAssessment_Student_10-14-13.doc

 

 

RUBRICS

 

CLC – Community Assessment and Analysis Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
90.0 %Content
25.0 % Description of Community and Community Boundaries: (People, Geographic, Geopolitical , Financial, Ethnic, Phenomenological Features and Types of Interactions, Goals, Interests, Barriers, and Challenges)
Description of boundaries of community is omitted.
Description of community and boundaries is unclear or incomplete; missing one or more necessary components to give context to the community assessment.
Description of community and boundaries of community is complete; a brief description of all components is offered.
Description of community and boundaries of community is complete and components of community functioning are discussed in sufficient depth.
Description of community is complete. Boundaries are described in great detail, distinguishing environmental boundaries, environmental relationships, and external systems that comprise the open, community system.
25.0 % Summary of Community Health Assessment
Community assessment is omitted.
Community assessment is provided but discussion is vague or incomplete.
Community assessment is complete, and a synopsis of each Functional Health Pattern (FHP) is included.
Nursing process and Functional Health Patterns (FHP) are identified with clear indications for actual, at-risk and potential for improved health.
Discussion of Functional Health Patterns is clear, complete, and comprehensive, with indications for actual, at-risk and potential diagnoses as well as recommendations for surveillance and preventive measures.
15.0 % Conclusion With Summary of Findings and Impressions of General Community Health
Conclusion is omitted.
Conclusion is incomplete or unclear.
Conclusion is complete, with general summary of findings.
Conclusion is clear, with a comprehensive discussion of findings and general health of the community.
Conclusion is comprehensive, with a detailed summary of key findings that explains general health of the community and offers rationale for recommendations.
15.0 % Summary of Interview With Community Health/Public Health Provider
Summary table is omitted.
Summary table is incomplete or unclear.
Summary table includes all Functional Health Patterns with adequate documentation.
Summary table is clear, with a detailed and comprehensive description of findings from an assessment of the chosen community.
Summary table is comprehensive, with a detailed description of findings, as well as actual, at-risk, and potential diagnoses and recommendations for surveillance and preventative measures.
10.0 % Participation
Participation is not evident.
Participation does not encourage further discussion and dialogue with other students in the class. Participation is critical, argumentative, or confrontational. Individual group contributions are submitted extremely late, affecting the group’s ability to accomplish a successful task. Cooperative teamwork is not evident.
Participation encourages discussion and dialogue with other students in the class. Participation is professional and exhibits a positive attitude that is respectful of others. Individual contributions are submitted but not on time. Cooperative teamwork is exhibited but limited.
Participation encourages further discussion and dialogue with other students in the class. Participation is professional and exhibits a positive attitude that is respectful of others. Individual contributions are provided by the designated timeline. Cooperative teamwork is exhibited but not consistently.
All participation encourages further discussion and extensive dialogue with other students in the class. Participation demonstrates a critical analysis of classmates’ participation and provides relevant and constructive feedback. Individual contributions are provided before the designated timeline. Cooperative teamwork is exhibited in order to complete the project.
10.0 %Format
5.0 % Layout
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.
The layout background and text Complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
5.0 % Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Slide errors are pervasive enough that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Slides are largely free of mechanical errors, although a few may be present.
Writer is clearly in control of standard, written academic English.
100 % Total Weightage

Communication Concepts in Comics

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 CalendarPublic SpeakingDetailsAssignment 1.2: Communication Concepts in Comics

This assignment supports the following lesson objectives:

  • 1.2 Describe basic communication and public speaking concepts

Assignment Overview
This writing assignment explores types of communication.

Deliverables

  • A one-page paper (12-point font) written in a word processor, such as MS Word

Assignment Details
In this activity, you will select a comic strip that illustrates two or more of the types of communication listed in Step 1. You will also create a brief written description of the types of communication depicted in the cartoon.

Perform the following tasks:

Step 1: Review the information presented in the lesson about the following types of communication:
Intrapersonal Communication
Interpersonal Communication
Group Communication
Public Communication
Mass CommunicationStep 2: Select a comic strip or cartoon.
Locate and select a comic strip online or in a newspaper or magazine that, at a minimum, illustrates group, public, or mass communication. If you have difficulty locating a comic that illustrates one or more of these types of communication, consider selecting one from the following website:
http://www.cartoonstock.com/directory/S/Speeches.asp. (Links to an external site.)
Speeches Cartoons and Comics – funny pictures from CartoonStock
Speeches funny cartoons from CartoonStock directory – the world’s largest on-line collection of cartoons and com…

Step 3: Describe the communication type(s) included in the comic strip or cartoon.
In a word processor (such as MS Word), write brief descriptions of the types of communication illustrated in the comic strip. Specify the elements within the comic strip that illustrate the corresponding types of communication. In your description, include the purpose that each type of communication serves in communicating the intended message.

Step 4: Incorporate the cartoon or comic strip you selected into the document that includes your explanation of the communication types it illustrates.
If you selected a comic strip or cartoon from the newspaper, scan it and incorporate it into your document. If you found the cartoon online, copy and paste it into your document.

Step 5: Save and submit your document.
When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the drop box

Unlicensed Assistive Personnel

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Case Study, Chapter 8, Unlicensed Assistive Personnel and the Registered Nurse The increased use of unlicensed assistive personnel presents both opportunities and challenges for the American health care system. The nurse manager has to deal with the challenge that unlicensed assistive personnel only be used to provide personal care needs or nursing tasks that do not require the skill and judgment of the RN.1. The nurse manager reviews the national effort to define the scope of practice for unlicensed assistive personnel. In 2007, the American Nurses Association made recommendations for a national and/or state policy for nursing assistive personnel. What are the six actions that should be taken to create a national and/or state policy agenda about the educational preparation of unlicensed assistive personnel and the competencies they should have for safe practice?2. The need in health care today is for today’s nurses to have highly developed delegation skills in working effectively and efficiently with unlicensed assistive personnel. This is critical to ensure the clients’ needs are met and their safety is not jeopardized. What are the key general principles that the nurse manager needs to review with professional registered nurses in delegating to unlicensed assistive personnel?