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Medical-Surgical Unit

 You are a nurse leader on a very busy Medical-Surgical Unit. Your goal is to maintain continual “survey readiness” so the staff is always prepared for an unannounced survey. You have decided that your best tactic would be to design an educational handout to assist your staff in preparing for the survey. Design a one-to-two page educational tool to best prepare your staff for an accreditation survey.

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quantitative methodology.

Select 15 empirical articles related to your PICOT question.

PICOT question: what is the effect of an “in-class diabetes education versus giving reading materials in managing patients with diabetes and how it improves patient’s outcome

At least one article must demonstrate a quantitative methodology.

Part 2: Research Article Chart

Using the articles acquired in Part 1, provide a summary review of each component using the “Research Article Chart” template.

Part 3: Literature Review

Prepare a Literature Review (Chapter 2) of 2,000-3,000 words for your scholarly project.

Utilizing the major concepts ( definition of Diabetes Mellitus, Treatment of DM, Complication of DM, Costs of Treatment, Educating patient with DM) further develop each major concept and subtheme by locating 15 more empirical articles related to your project topic

Use the “Research Article Chart” as a guide to analyze and synthesize (summarize) the literature into the paper you began in the Topic 4 assignment.

Based upon your review of the 15 additional research articles, expand on your summary of each major concept and your synthesis of the three identified subthemes that support each concept. At the end of each major concept, include a summary statement.

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Using Evaluations to Prepare For Accreditation

APA format 1 and half pages 3 references 1 from walden university

 

Using Evaluations to Prepare For Accreditation

Your course text defines evaluation as “a systematic assessment of all components of a program through the application of evaluation approaches, techniques, and knowledge in order to improve the planning, implementation, and effectiveness of programs” (Billings, 2012, p. 503). When carefully constructed, a master plan of evaluation can run like a well-oiled machine. Data are collected, analyzed, and acted upon. When documented correctly, this data can also help institutions and agencies prepare for accreditation.

In this Discussion, you consider the curriculum components you might include in your team’s evaluation plan. You also consider how information gathered about these components can help your team’s setting prepare for accreditation.

To prepare:

  • Review Chapter 26, “Educational Program Evaluation,” in the Billings text. Specifically, examine how Table 28-2 illustrates one piece of an evaluation plan. Then, explore each of the overarching curriculum components nurse educators may choose to evaluate: mission and goals, curriculum organization, course, teaching effectiveness, environment, intervening mechanism, and generalization.
  • Reflect on the evaluation models your team discussed for your Course Project.
  • Consider the curriculum components you could integrate into these evaluation models. How would feedback on these components help your assigned setting improve the quality of the curriculum? In addition, how might this same information help to prepare for accreditation?

By Day 3

Post a brief description of at least two curriculum components you would include in the evaluation model(s) used in your Course Project and why. Explain how this information, as well as your team’s overall evaluation approach, could help your setting prepare for accreditation, if applicable. Justify your response by providing references to your Course Project and Learning Resources as applicable.

Read a selection of your colleagues’ responses.

By Day 6

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

  • Ask a probing question, substantiated with additional background information, evidence, or research.
  • Validate an idea with your own experience and additional research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
  • Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

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strategic plan

Assess the culture of the organization for potential challenges in incorporating the nursing practice intervention. Use this assessment when creating the strategic plan.

Write a 150-250 word strategic plan defining how the nursing practice intervention will be implemented in the capstone project change proposal.

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

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Professional Development Exercises 

Professional Development Exercises :

  • Read the case study presented at the end of Chapter 11 (Guido, p. 222)
    • Did the facility have sufficient evidence to suspend the nurse?
    • How should the testimony of the other nurses in the unit affect the outcome of this case?
    • What additional questions should the institution address before the court rules in this case?
    • How would you have ruled in this case?
  • Read the case study presented at the end of Chapter 12 (Guido, p. 238)
    • Did the ANP have a duty to consult with the child’s physician or another emergency center physician regarding the possibility of child abuse before she reported her findings to the case worker?
    • What questions would you anticipate might be asked regarding the injury itself and the possibility that the child had caused her own injury?
    • Did the ANP have a duty to report the injury, even though the diagnosis was not absolutely conclusive at the point that the child was initially examined?
    • How would you determine liability in this case, assuming that the trial court found liability against any of the three defendants?
  • Read the case study presented at the end of Chapter 16 (Guido, p. 329)
    • Did the nurse manager have a responsibility to supervise the care of the patient?
    • Was the care of this patient appropriately assigned to the LPN by the charge nurse, or could the charge nurse have delegated this patient’s care more appropriately?
    • If the charge nurse assigned the care of the patient to the LPN, did she retain any supervisory responsibility that would result in her liability in this case?
    • How do the principles associated with delegation and supervision figure into this case?
    • How would you decide this case?

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.

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DESCRIPTIVE STATISTICS

Module 2 – Case

DESCRIPTIVE STATISTICS

Case Assignment

This is a three-part assignment related to a study of contraceptive drug use among women. Table2A is a distribution of systolic blood pressures cross tabulated by age and pill use for women.

Table 2A. Distribution of systolic blood pressure, cross-tabulated by age and pill use.

Blood Pressure

(mm)

Age 35-44

Non-Users

Users

%

%

Under 90

1

1

91-95

2

1

96-100

5

4

101-105

9

5

106-110

11

7

111-115

15

12

116-120

16

14

121-125

9

11

126-130

10

11

131-135

8

10

136-140

5

7

141-145

4

6

146-150

2

5

151-155

1

3

156-160

1

1

160 and over

1

2

Total Percent

100

100

Total Number

3,494

1,028

First, state whether blood pressure in Table 2A would be a continuous variable or a discrete variable. Explain. Then supposing that the number of women in each of groups (non-users and users) were identified, would the number of women in each category be a continuous variable or a discrete variable? Explain.

Part 2: Use any free online histogram maker* to draw histograms for the blood pressures of the users and nonusers ages 35–44. Discuss one conclusion that can be made about blood pressure and pill use. *Here are some free resources:

http://www.zweigmedia.com/RealWorld/stats/histogram.html

Part 3: Based on what you’ve learned in this module about normal distributions, explain why a normal approximation of data would be helpful to view the data. For example, you could describe the steps that one would take to estimate the percentage of women with blood pressures in an age group.

Assignment Expectations

Assessment and Grading: Your paper will be assessed based on the performance assessment rubric that is linked within the course. Review it before you begin working on the assignment.

Rubric Name: BSHS Case Performance Assessment Rubric J16

CriteriaLevel 5 – ExcellentLevel 4 – ProficientLevel 3 – DevelopingLevel 2 – ImprovingLevel 1 – EmergingTimeliness5 points

Demonstrate excellence by submitting assignment on or before due date.

4 points

Submitted 1–2 days late.

2 points

Submitted 3–4 days late.

0 points

Submitted more than 4 days late.

0 points

Submitted more than 4 days late.

Assignment-driven Criteria17 points

Demonstrate excellence in covering all key elements of the assignment in a substantive way.

12 points
11 points
10 points
8 points
Critical Thinking13 points

Demonstrate excellence in understanding and interpreting the issue.

Use relevant, factual information to support statements.

Develop concepts in a manner that shows full comprehension of the issue.

Analyze, synthesize, and evaluate viewpoints of others.

Present logical conclusions and outcomes (consequences and implications) with appropriate rationale.

12 points
11 points
10 points
7 points
Scholarly Writing10 points

Demonstrate excellence in scholarly writing by using credible scholarly and professional information sources to support ideas and convey understanding.

Use proper in-text citation(s) and a properly formatted reference list as required.

Use headings and subheadings to organize the paper.

Proofread carefully.

8 points
7 points
6 points
5 points
Professionalism5 points

Demonstrate excellence by taking responsibility for learning.

Adhere to course requirements, policies, and expectations.

Address the assignment in a manner that is appropriate for a health professional in a multidisciplinary context.

4 points
3 points
2 points
0 points
Overall ScoreLevel 5
45 or moreLevel 4
40 or moreLevel 3
35 or moreLevel 2
30 or moreLevel 1
0 or moreClose

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health care policy

The benchmark assesses the following competencies:

1.4 Participate in health care policy development to influence nursing practice and health care.

Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.

Follow this outline when writing the policy brief:

  1. Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
  2. Create a problem statement.
  3. Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
  4. Discuss the impact on the health care delivery system.

(2)  Include three peer-reviewed sources and two other sources to support the policy brief.

The RN to BSN program 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.

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

Assessment/Interview

Select a community of interest in your region. Perform a 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.

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

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

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

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references 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, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
  2. Summary of community assessment: (a) funding sources and (b) partnerships.
  3. Summary of interview with community health/public health provider.
  4. Identification of an issue that is lacking or an opportunity for health promotion.
  5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

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ACADEMIC WRITING

Module 1 – SLP

ACADEMIC WRITING

Note: Module 1 SLP should be completed before the Module 1 Case.

Prepare an outline for the essay assigned for the Module 1 Case using the Formal Essay Outline.

No secondary sources are to be used in the process of writing this first paper; it is to be entirely written based on one’s point of view and supported with body points and details.

SLP Assignment Expectations

Create a detailed formal outline for the essay assigned as the Module 1 Case.

Brewster, J., & Stephenson, M. (2013, September 23). An education in equality. The New York Times. Retrieved February 22, 2014, from http://www.nytimes.com/video/opinion/100000002460625/an-education-in-equality.html

Harris, R. (2011, September 2). Learning begins at home. The New York Times. Retrieved February 22, 2014, from http://www.nytimes.com/video/education/100000001024995/learning-begins-at-home.html

Harris, R. (2011, June 19). A military education. The New York Times. Retrieved February 22, 2014, from http://www.nytimes.com/video/education/100000000870304/a-military-education.html

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characteristics of a scholar-practitioner

As a nurse embarking on an advanced degree, you are developing the characteristics of a scholar-practitioner, which includes strong communication skills. Writing in a scholarly manner involves supporting your thoughts with evidence from the literature and appropriately using APA formatting.

One of the challenges of scholarly writing is paraphrasing the thoughts of others in your work. Paraphrasing, and correctly citing the original author for his or her ideas, allows you to take the ideas of others, summarize them, and incorporate them into your own writing. When summarizing the ideas of others, it is important to avoid plagiarizing (copying the words and ideas of others as though they were your own). In addition to expanding your knowledge of APA, this week’s Learning Resources help you to distinguish between paraphrasing and plagiarizing.

To prepare:

  • Think about the sometimes subtle difference between plagiarizing and paraphrasing.
  • Read the following paragraphs, which were written by Patricia O’Conner:

A good writer is one you can read without breaking a sweat. If you want a workout, you don’t lift a book—you lift weights. Yet we’re brainwashed to believe that the more brilliant the writer, the tougher the going.

The truth is that the reader is always right. Chances are, if something you’re reading doesn’t make sense, it’s not your fault—it’s the writer’s. And if something you write doesn’t get your point across, it’s probably not the reader’s fault—it’s yours. Too many readers are intimidated and humbled by what they can’t understand, and in some cases that’s precisely the effect the writer is after. But confusion is not complexity; it’s just confusion. A venerable tradition, dating back to the ancient Greek orators, teaches that if you don’t know what you’re talking about, just ratchet up the level of difficulty and no one will ever know.

Don’t confuse simplicity, though, with simplemindedness. A good writer can express an extremely complicated idea clearly and make the job look effortless. But such simplicity is a difficult thing to achieve because to be clear in your writing you have to be clear in your thinking. This is why the simplest and clearest writing has the greatest power to delight, surprise, inform, and move the reader. You can’t have this kind of shared understanding if writer and reader are in an adversary relationship. (pp. 195–196)

Source: O’Conner, P. (2003). Woe is I: The grammarphobe’s guide to better English in plain English. New York: Riverhead Books.

  • Paraphrase this passage from O’Conner using no more than 75–100 words. Remember that paraphrasing means summarizing the essence of the original text. It does not mean creating a thesaurus-based revision of the author’s original words or copying the piece, or any part of it, word for word. For this activity, do not use any direct quotes.
  • Turn your paraphrase into Grammarly and SafeAssign.
  • Review your reports.
  • Review the other tools, resources, and services available to you through the Walden Writing Center that support your growth as a scholarly writer.
  • Consider which of these resources you find to be most useful.
  • Review learning resources on APA formatting rules and information within the Walden Writing Center on APA

Post a description of your experience of using Grammarly and SafeAssign and share at least one insight you gained about paraphrasing and avoiding plagiarism as a matter of academic integrity.  Recommend at least one other online resource that supports scholarly writing, and explain your rationale. Lastly, share two APA formatting rules with the class and a specific page number in the APA manual where this rule can be located

Support your Discussion assignment with specific resources used in its preparation using APA formatting. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.

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ethical and legal implications

CASE STUDY: A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.

Write a 2- to 3-page paper that addresses the following:

  • Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
  • Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
  • Explain the process of writing prescriptions, including strategies to minimize medication errors.

Please use the assignment and discussion rubric to help guide you in completing your coursework. I use the course rubrics to grade all coursework.

When completing coursework, please use primary or secondary sources published within the last five years to support your writing. The syllabus addresses the types of references that students should use. References like Up-to-Date and WebMD are not preferred sources.

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient.

Photo Credit: Getty Images/Caiaimage

As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

To Prepare
  • Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.
  • Review the scenario assigned by your Instructor for this Assignment.
  • Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.
  • Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.
By Day 7 of Week 1

Write a 2- to 3-page paper that addresses the following:

  • Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
  • Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
  • Explain the process of writing prescriptions, including strategies to minimize medication errors.

PLEASE PAY ATTENTION TO THE CASE STUDY

FIVE REFERENCE NOT MORE THAN FIVE YEARS

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

  • Chapter 1, “Prescriptive Authority” (pp. 1–3)
  • Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9)
  • Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16)
  • Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)
  • Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49)
  • Chapter 6, “Individual Variation in Drug Response” (pp. 51–56)

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