Tag Archive for: nursing

Emergency Room

/0 Comments/in /by

A 2-year-old was brought to the Emergency Room by her mother, a Caucasian with health insurance, who stated that the child has been vomiting and had 5 loose watery-diarrheas. Vital Signs: Temperature 97.6 F, Pulse 110 even/regular, Respiration 24 even/unlabored, Blood pressure 90/60. Skin turgor with poor turgor, lips dry, and sunken eyeballs.

Questions to answer:

Based on her presenting signs, what other questions would you elicit?
How would you demonstrate knowledge of cultural sensitivity/humility in approach to this patient?
What would you assess?
What could be the problem?

Finding Sources of Evidence

/0 Comments/in /by

Finding Sources of Evidence

 

An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources.

For this Discussion, you will practice searching the literature to find evidence on a specific topic.

 

To prepare:

 

Choose a simple search term(s) relating to a topic of your PICOT question.

Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.

Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.

 

Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.

Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?

 

 

Post a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.

 

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional sources.

Make a suggestion based on additional evidence drawn from readings, or after synthesizing multiple postings.

 

Required Readings

 

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)

Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

 

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

 

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

 

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

 

This resource provides a graphical representation of different approaches to research and gives examples of each.

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

 

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

 

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

 

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

 

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

 

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

Document: Course Project Overview (Word document)

 

Note: You will use this document to complete the Project throughout this course.

Media

Laureate Education (Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 6 minutes.

 

In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care.

 

 

Accessible player

Laureate Education (Producer). (2012f). Finding sources of evidence. Baltimore, MD: Author.

 

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

 

Dr. Kristen Mauk explains the process of performing a literature review in this video. She provides advice for nursing students in browsing databases and analyzing sources of evidence.

 

 

Accessible player

Laureate Education (Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.

 

This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

organizational policies

/0 Comments/in /by

After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite

Work Environment Assessment

/0 Comments/in /by

The Assignment (3-6 pages total):

Part 1: Work Environment Assessment (1-2 pages)

  • Review the Work Environment Assessment Template you completed for this Module’s Discussion.
  • Describe the results of the Work Environment Assessment you completed on your workplace.
  • Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
  • Explain what the results of the Assessment suggest about the health and civility of your workplace.

Part 2: Reviewing the Literature (1-2 pages)

  • Briefly describe the theory or concept presented in the article(s) you selected.
  • Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
  • Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.

Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)

  • Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
  • Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.

Using Both Quantitative and Qualitative Methods

/0 Comments/in /by

Using Both Quantitative and Qualitative Methods

Many clinical practice issues are sufficiently complicated that neither a purely quantitative or qualitative approach can generate a comprehensive perspective of the issue. Particularly for investigating evaluative questions—such as the effectiveness of a program or treatment or the impact of a policy—some combination of quantitative and qualitative methods can be much more illuminating than relying on one method alone.

In this Discussion, you consider the use of a mixed-methods design in health care research studies.

To prepare:

  • With      the Learning Resources in mind, and reflecting on what you have explored      throughout this course, consider the benefits of using a mixed-methods      research approach.
  • Brainstorm      nursing practice situations in which using a      mixed-methods design would be beneficial. Select one situation to focus on      for the purposes of this Discussion. Consider how the quantitative and      qualitative data would complement one another to provide a richer analysis      and conclusion.
  • Also      consider the challenges you might encounter in using a mixed-methods      approach: data collection, analysis, or synthesis of qualitative and      quantitative findings.

By tomorrow November 7, 2017 write 550 words essay in APA format with at least 3 references from the list below. Apply the level one headings as numbered below:

Post a cohesive response to the following:

  1. Briefly      explain your selected situation and why utilizing a mixed-methods approach      would be beneficial.
  2. Evaluate      how the quantitative and qualitative data would complement one another.
  3. Discuss      the challenges you might encounter in using mixed methods for the      situation you selected and how would you address these challenges.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Mixed methods: An example. Baltimore, MD: Author. 

Note: The approximate length of this media piece is 12 minutes.

In this week’s video, the presenter discusses the benefits of using mixed methods research and shares examples of studies she has conducted.

Required Readings

Chow, M. Y., Quine, S., & Li, M. (2010). The benefit of using a mixed methods approach—quantitative with qualitative—to identify client satisfaction and unmet needs in an HIV healthcare centre. AIDS Care, 22(4), 491–498.

This article offers insight into a cross-sectional study that utilizes both quantitative and qualitative research to assess HIV client satisfaction with health care.

Esposito, D., Taylor E. F., & Gold, M. (2009). Using qualitative and quantitative methods to evaluate small-scale disease management pilot program. Population Health Management, 12(1), 3–15.

This article describes a multi-method approach to stimulate interest in disease management programs by seeking to improve the quality of care for Medicaid beneficiaries with multiple chronic conditions.

Goboury, I., Boon, H., Verhoef, M., Bujold, M., Lapierre, L. M., & Moher, D. (2010). Practitioners’ validation of framework of team-oriented practice models in integrative health care: A mixed methods study. BMC Health Services Research, 10, 289.

This article discusses the methods and results of an empirical study attempting to validate the Models of Team Health Care Practice (MTHP) framework through the use of both qualitative and quantitative research techniques.

Onwuegbuzie, A. J., Johnson, R. B., & Collins, K. M. (2009). Call for mixed analysis: A philosophical framework for combining qualitative and quantitative approaches. International Journal of Multiple Research Approaches, 3(2), 114–139.

This article provides a philosophical justification of the use of mixed methods in research studies. The article compares solely qualitative or quantitative works to mixed research approaches to illustrate how mixed methods promote richer results and deeper analyses.

Ostlund, U., Kidd, L., Wengstrom, Y., & Neneh, R. (2011). Combining qualitative and quantitative research within mixed method research designs: A methodological review. International Journal of Nursing Studies, 48(3), 369–383. doi: 10.1016/j.ihnurstu.2010.10.005

This study explores the many popular approaches to mixed methods of health care research studies. These approaches are used to bridge the gap between theory and empirical findings and include parallel analysis, concurrent analysis, and sequential analysis.

Polit, D. F., & Tatano-Beck, C. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International Journal of Nursing Studies, 47(11), 1451–1458. doi: 10.1016/j.inurstu.2010.06.004

This article discusses three models of generalization in both quantitative and qualitative research, including classic sample-to-population, analytics generalization, and case-to-case transfer. The article also recommends other approaches, such as planned replication, systematic reviews, and thick description.

Uhlig, T., Fongen, C., Steen, E., Christie, A., & Odegard, S. (2010). Exploring Tai Chi in rheumatoid arthritis: A quantitative and qualitative study. BMC Musculoskeletal Disorders, 11, 43.

This article explains the results of a mixed-methods study on the results of Tai Chi on the overall health of female rheumatoid arthritis patients. The results indicated improved muscle function as well as increased confidence in moving and balance and less pain in daily life among the 15 subjects studied.

 

current national healthcare issue

/0 Comments/in /by

Review the Resources and select one current national healthcare issue/stressor to focus on.

Read any TWO of the following (plus TWO additional readings on your selected issue):

Auerbach, D. I., Staiger, D. O., & Buerhaus, P. I. (2018). Growing ranks of advanced practice clinicians—Implications for the physician workforce. New England Journal of Medicine, 378(25), 2358–2360. doi:10.1056/NEJMp1801869

Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: Moving from the Triple Aim to the Quadruple Aim. Nursing Administration Quarterly, 42(3), 231–245. doi:10.1097/NAQ.0000000000000303

Poghosyan, L., Norful, A., & Laugesen, M. (2018). Removing restrictions on nurse practitioners’ scope of practice in New York state: Physicians’ and nurse practitioners’ perspectives. Journal of the American Association of Nurse Practitioners, 30(6), 354–360. doi:10.1097/JXX.0000000000000040

Gerardi, T., Farmer, P., & Hoffman, B. (2018). Moving closer to the 2020 BSN-prepared workforce goal. American Journal of Nursing, 118(2), 43–45. doi:10.1097/01.NAJ.0000530244.15217.aa

Identify and review two additional scholarly resources (not included in the Resources) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor.

Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing selected national healthcare issue/stressor (Nursing Shortage) and how it is impacting the work setting. Address the following:

Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).

Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.

Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples

Emotional Intelligence and Workforce Motivation

/0 Comments/in /by

Discussion: Emotional Intelligence and Workforce Motivation
Emotional intelligence (EI) is defined as the ability to recognize, understand, and manage our own emotions and to recognize, understand, and influence the emotions of others. Assessments are available to help individuals better understand their EI. The score from one of these assessments is called the emotional intelligence quotient, or EQ. The EQ is key to outstanding leadership in that it helps promote self-awareness, helps one be more authentic, and helps drive organizational performance.

The theoretical underpinnings of motivation are also important for healthcare leaders to grasp in order to manage the healthcare workforce, no matter what setting. Motivational theories tend to focus on the functions of employee needs, intrinsic, and extrinsic factors.

For this week’s Discussion, you will focus on both emotional intelligence and theories of motivation.

To prepare for this Discussion:

Review this week’s Learning Resources related to leadership and emotional intelligence.
Select and take one of the emotional intelligence (EI) assessments in your resources to determine your emotional intelligence quotient (EQ) related to your future career in healthcare management.
Complete the Emotional Intelligence Assessment Template in your Learning Resources. (Note: Print and keep this completed template handy; you will revisit your results in Week 6.)
By Day 4
Post a comprehensive response to the following:

Based on the results of your completed EI Assessment Template, what are your current strengths and weaknesses as a healthcare manager and/or leader in terms of motivating employees through EI? Do you agree?
Based on your Learning Resources or personal experience, describe a situation in which emotional intelligence (EI) might have been a factor in improving workforce motivation.
Explain workforce organizational behavior theories and strategies other than EI that you might you use to improve workforce motivation.

approach for teaching

/0 Comments/in /by

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Poster presentation

Select one of the following as the focus for the teaching plan:

  1. Primary Prevention/Health Promotion
  2. Secondary Prevention/Screenings for a Vulnerable Population
  3. Bioterrorism/Disaster
  4. Environmental Issues

Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.

  1. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
  2. Request feedback (strengths and opportunities for improvement) from the provider.
  3. Complete the “Community Teaching Experience” form.

NRS-427V-RS-CommunityTeachingWorkPlanProposal.docx

 

In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

You are required to submit this assignment to Turnitin

‘information literacy

/0 Comments/in /by

We have covered a lot of ground since the beginning of the course, and you have learned a great deal about the types of information available, how to discern its credibility, and how to present it to others in a way that continues the academic discussion.

Look back to the Unit 1 discussion and review how you responded to the part of the prompt that asked: “Explain what the phrase ‘information literacy’ means to you. What role does information literacy play in your academic life, your workplace, and your social circles?”

 

  • 1. Have your ideas changed since Unit 1?
  • 2. In your response, reflect on how this course has affected your viewpoint on information both for future academic courses and for your professional/personal life.
  • 3. Do you feel more ‘information literate?’  How will this impact the way you address knowledge questions in the future?

health care settings.

/0 Comments/in /by

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and 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 LopesWrite.