What solution(s) do you suggest in order to increase competencies and therefore increase quality educators and quality healthcare outcomes?

/in /by

The role of the nurse as an educator has been in existence before the premier educator Florence Nightingale exemplified the qualities needed.

Why then do you believe this is such a difficult competency for nurses to master? What solution(s) do you suggest in order to increase competencies and therefore increase quality educators and quality healthcare outcomes?

How does pernicious anemia cause the neurological manifestations that are often seen in patients with PA? 

/in /by

NURS 6501

Knowledge Check: Module 7

Student Response

This Knowledge Check reviews the topics in Module 7 and is formative in nature. It is worth 20 points where each question is worth 1 point. You are required to submit a sufficient response of at least 2-4 sentences in length for each question.

Scenario 1: Polycystic Ovarian Syndrome (PCOS)

A 28-year-old woman presents to the clinic with a chief complaint of hirsutism and irregular menses. She describes irregular and infrequent menses (five or six per year) since menarche at 12 years of age. She began to develop dark, coarse facial hair when she was 14 years of age, but her parents did not seek treatment or medical opinion at that time. The symptoms worsened after she gained weight in college. She got married 3 years ago and has been trying to get pregnant for the last 2 years without success. Height 66 inches and weight 198. BMI 32 kg.m2. Moderate hirsutism without virilization noted.  Laboratory data reveal CMP within normal limits (WNL), CBC with manual differential (WNL), TSH 0.9 IU/L SI units (normal 0.4-4.0 IU/L SI units), a total testosterone of 65 ng/dl (normal 2.4-47 ng/dl), and glycated hemoglobin level of 6.1% (normal value ≤5.6%). Based on this information, the APRN diagnoses the patient with polycystic ovarian syndrome (PCOS) and refers her to the Women’s Health APRN for further workup and management.

Question 1 of 2:

What is the pathogenesis of PCOS? 

<Type your response here>

Question 2 of 2:

How does PCOS affect a woman’s fertility or infertility? 

<Type your response here>

Scenario 2: Pelvic Inflammatory Disease (PID)

A 20-year-old female college student presents to the Student Health Clinic with a chief complaint of abdominal pain, foul smelling vaginal discharge, and fever and chills for the past 4 days. She denies nausea, vomiting, or difficulties with defecation. Last bowel movement this morning and was normal for her. Nothing has helped with the pain despite taking ibuprofen 200 mg orally several times a day. She describes the pain as sharp and localizes the pain to her lower abdomen. Past medical history noncontributory. GYN/Social history + for having had unprotected sex while at a fraternity party. Physical exam: thin, Ill appearing anxious looking white female who is moving around on the exam table and unable to find a comfortable position. Temperature 101.6F orally, pulse 120, respirations 22 and regular. Review of systems negative except for chief complaint. Focused assessment of abdomen demonstrated moderate pain to palpation left and right lower quadrants. Upper quadrants soft and non-tender. Bowel sounds diminished in bilateral lower quadrants. Pelvic exam demonstrated + adnexal tenderness, + cervical motion tenderness and copious amounts of greenish thick secretions. The APRN diagnoses the patient as having pelvic inflammatory disease (PID).

Question:

What is the pathophysiology of PID? 

<Type your response here>

Scenario 3: Syphilis

A 27-year-old male comes to the clinic with a chief complaint of a “sore on my penis” that has been there for 3 days. He says it burns and leaked a little fluid. He denies any other symptoms. Past medical history noncontributory. Social history: works as a bartender and he states he often “hooks up” with some of the patrons, both male and female after work. He does not always use condoms. Physical exam within normal limits except for a lesion on the lateral side of the penis adjacent to the glans. The area is indurated with a small round raised lesion. The APRN orders laboratory tests, but feels the patient has syphilis.

Question:

Describe the 4 stages of syphilis 

<Type your response here>

Scenario 4: Genital Herpes

A 19-year-old female presents to the clinic with a chief complaint of “fluid filled bumps” and intense pruritis of her vulva. She states these symptoms have been present for about 10 days, but she thought she had a yeast infection. She self-medicated with over the counter (OTC) metronidazole (Flagyl™) intravaginally but the symptoms got worse. No other complaints except for fatigue out of proportion to her activity level. Past medical history noncontributory. Social history: sexually active with several men and did forget to use a condom during one sexual encounter. Physical exam negative except for pelvic exam which revealed multiple fluid filled (vesicular) lesions on the vulva and introitus. Positive lymph nodes in inguinal areas. The APRN diagnoses the patient with herpes simplex virus-type 2 known as genital herpes.

Question:

  What is the pathophysiology of HSV-2? 

<Type your response here>

Scenario 5: Epididymitis

A 27-year-old male presents to the clinic with a chief complaint of a gradual onset of scrotal pain and swelling of the left testicle that started 2 days ago.  The pain has gotten progressively worse over the last 12 hours and he now complains of left flank pain. He complains of dysuria, frequency, and urgency with urination. He states his urine smells funny. He denies nausea, vomiting, but admits to urethral discharge just prior to the start of his severe symptoms. He denies any recent heavy lifting or straining for bowel movements. He says the only thing that makes the pain better is if he sits in his recliner and elevates his scrotum on a small pillow. Past medical history negative. Social history + for sexual activity only with his wife of 3 years. Physical exam reveals red, swollen left testicle that is very tender to touch. There is positive left inguinal adenopathy. Clean catch urinalysis in the clinic + for 3+ bacteria. The APRN diagnoses the patient with epididymitis.

Question:

Discuss how bacteria in the urine causes epididymitis.  

<Type your response here>

Scenario 6: Prostatitis

A 42-year-old male presents to the clinic with a chief complaint of fever, chills, malaise, arthralgias, dysuria, urinary frequency, low back pain, perineal, and suprapubic pain. He says he feels like he can’t fully empty his bladder when he voids. He states these symptoms came on suddenly about 12 hours ago and have gotten worse. He noticed some blood in his urine the last time he voided. He tried to have a bowel movement several hours ago but could not empty his bowel due to pain. Past medical and social history noncontributory. Physical exam reveals an ill appearing male. Temperature 101.8 F, pulse 122, respirations 20, BP 108/68. Exam unremarkable apart from left costovertebral angle (CVA) tenderness. Rectal exam difficult due to enlarged and extremely painful prostate.  Complete blood count revealed an elevated white blood cell count, elevated C-reactive protein and elevated sedimentation rate. Urine dip in the clinic + for 2+ bacteria.

Question:

Explain the differences between acute bacterial prostatitis and nonbacterial prostatitis 

<Type your response here>

Scenario 7: Endometriosis

A 32-year-old woman presents to the clinic with a chief complaint of pelvic pain, excessive menstrual bleeding, dyspareunia, and inability to become pregnant after 18 months of unprotected sex with her husband. She states she was told she had endometrioses after a high school physical exam, but no doctor or nurse practitioner ever mentioned it again, so she thought it had gone away. She has no other complaints and says she wants to have a family. Past medical history noncontributory except for possible endometriosis as a teenager. Social history negative for tobacco, drugs or alcohol. The physical exam is negative except for the pelvic exam which demonstrated pain on light and deep palpation of the uterus. The APRN believes that the patient does have endometriosis and orders appropriate laboratory and radiological tests. The diagnostics come back highly suggestive of endometriosis.

Question:

Explain how endometriosis may affect female fertility.

<Type your response here>

Scenario 8: Platelets

An APRN working in an anticoagulation clinic has been asked by the local college to present a lecture on platelets and their role in blood clotting to the graduate pathophysiology nursing students.

Question:

What key concepts should the APRN include in the presentation? 

<Type your response here>

Scenario 9: Iron Deficient Anemia (IDA)

A 36-year-old woman presents to the clinic with complaints of dyspnea on exertion, fatigue, leg cramps on climbing stairs, craving ice to suck or chew and cold intolerance. The symptoms have come on gradually over the past 4 months. The only thing that make the symptoms better is for her to sit or lie down and stop the activity. She denies bruising or bleeding and states this is the first time this has happened. Past medical history noncontributory except for a new diagnosis of benign uterine fibroids 6 months ago after experiencing heavy menstrual bleeding every month. Social history noncontributory and she denies alcohol, tobacco, or drug use. Physical exam: pale, thin, Caucasian female who appears older than stated age. Physical exam remarkable for a soft I/IV systolic murmur, pallor of the mucous membranes, spoon-shaped nails (koilonychia), glossy tongue, with atrophy of the lingual papillae, and fissures at the corners of the mouth. The APRN suspects the patient has iron deficient anemia (IDA) secondary to excessive blood loss from uterine fibroids. The appropriate laboratory tests confirmed the diagnosis.

Question:

Discuss iron deficiency anemia and how the patient’s menstrual bleeding contributed to the diagnosis. 

<Type your response here>

Scenario 10: Pernicious Anemia

A 67-year-old woman presents to the clinic with complaints of weakness, fatigue, paresthesias of the feet and fingers, difficulty walking, loss of appetite, and a sore tongue. These symptoms have been present for several months but the patient thought they were due to her recent retirement and geographic move from the Midwest to New England. The symptoms have gotten worse over the past few weeks and she has noticed that she is much more forgetful. This is of great concern as she worries she might have the beginning stages of Alzheimer’s Disease. Past medical history significant for Hashimoto thyroiditis that she developed in her early 20s. The rest of PMH and social history non- contributory. Physical exam reveals an average sized female whose skin has a sallow appearance. BP 128/74, Pulse 120, respirations 18 and temperature 99.0F orally. Examination of the head and neck reveals a smooth and beefy red tongue. Abdominal exam negative for hepatomegaly or splenomegaly.

The APRN recognizes these symptoms and physical exam indicate the patient has pernicious anemia. After appropriate laboratory data received, the definitive diagnosis of pernicious anemia was made.

Question 1 of 2:

How does pernicious anemia develop? 

<Type your response here>

Question 2 of 2:

How does pernicious anemia cause the neurological manifestations that are often seen in patients with PA? 

<Type your response here>

Scenario 11: Anemia of Chronic Disease (ACD)

A 49-year-old man with a 22-year history of severe rheumatoid arthritis (RA) presents to clinic for his preadmission testing (PAT) and medical clearance for a planned right total hip arthroplasty. The patient had been severely limited in ambulation due to the RA. Current medications include prednisone 20 mg po qd and methotrexate 7.5 mg Thursdays, 5mg Fridays, and 7.5 mg Saturdays.  The patient had a complete blood count (CBC) with manual differentiation and red blood cell indices, complete metabolic panel (CMP) and coagulation studies (prothrombin time [PT], international normalized ratio [INR] and activated partial thromboplastin time [aPTT]). All the laboratory studies come back within normal limits except for the red blood cell indices. The hemoglobin and hematocrit were low along with mean corpuscle volume, plasma iron and total iron binding capacity, and transferrin also being low. There was a normal reticulocyte count, normal ferritin, serum B12, folate and bilirubin.

The APRN in the PAT clinic recognizes that the patient has anemia of chronic disease (ACD).

Question 1 of 2:

What is ACD and how does it develop? 

<Type your response here>

 

Question 2 of 2:

Why do patients with chronic kidney disease (CKD) develop ACD? 

<Type your response here>

Scenario 12: Immune Thrombocytopenia Purpura (ITP)

A 14-year-old female is brought to the Urgent Care by her mother who states that the girl has had an abnormal number of bruises and “funny looking red splotches” on her legs. These bruises were first noticed about 2 weeks ago and are not related to trauma. Past medical history not remarkable and she takes no medications. The mother does state the girl is recovering from a “bad case of mono” and was on bedrest at home for the past 3 weeks. The girl noticed that her gums were slightly bleeding when she brushed her teeth that morning.

Labs at Urgent Care demonstrated normal hemoglobin and hematocrit with normal white blood cell (WBC) differential. Platelet count of 100,000/mm3 was the only abnormal finding. The staff also noticed that the venipuncture site oozed for a few minutes after pressure was released. The doctor at Urgent Care referred the patient and her mother to the ED for a complete work up of the low platelet count including a peripheral blood smear for suspected immune thrombocytopenia purpura (ITP).

Question:

What is ITP and why do you think this patient has acute, rather than chronic, ITP? 

<Type your response here>

Scenario 13: Heparin Induced Thrombocytopenia (HIT)

A 22-year-old male is in the Surgical Intensive Care Unit (SICU) following a motor vehicle crash (MVC) where he sustained multiple life-threatening injuries including a torn aorta, ruptured spleen, and bilateral femur fractures. He has had difficulty maintaining his mean arterial pressure (MAP) and has required various vasopressors. He has a triple lumen central venous catheter (CVC) for monitoring his central venous pressure, administration of medications and blood products, as well as total parenteral nutrition. Per hospital protocol, he is receiving an unfractionated heparin 1:1000 flush after administration of each of the triple antibiotics that have been ordered to maintain patency of the lumens.  Seven days post injury, the APRN in the SICU is reviewing the patient’s morning labs and notes that his platelet count has dropped precipitously to 50,000 /mm3 from 148,000/mm3 two days ago. The APRN suspects the patient is developing heparin induced thrombocytopenia (HIT).

Question 1 of 2:

What is underlying pathophysiology of heparin induced thrombocytopenia? 

<Type your response here>

Question 2 of 2:

The APRN assesses the patient and notes there is a decreased right posterior tibial pulse with cyanosis of the entire foot. The APRN recognizes this probably represents arterial thrombus formation. How does someone who is receiving heparin develop arterial and venous thrombosis? 

<Type your response here>

Scenario 14: Thrombotic Thrombocytopenic Purpura (TTP)

A 33-year-old female is brought to Urgent Care by her husband who states his wife has gotten suddenly confused and complains of a severe headache. He also noticed large bruises on her legs which were not there yesterday. Only significant past medical history is that the patient developed herpes zoster 2 weeks ago and was given acyclovir for treatment. Physical exam revealed well developed female who is only oriented to person. Large areas of ecchymosis noted on both arms and legs. Stat CBC revealed a platelet count of 18,000/mm3, hemoglobin of 8 g/dl and hematocrit of 24%. The patient was immediately transported to the Emergency Room by Emergency Medical Services (EMS) where further work up demonstrated idiopathic thrombotic thrombocytopenic purpura (TTP).

Question:

What is the pathophysiology of TTP? 

<Type your response here>

Scenario 15: Heparin Induced Thrombocytopenia (HIT)

A 64-year man is recovering from a transurethral resection of the prostate for treatment of benign prostate hyperplasia. The patient is receiving intravenous antibiotics for the urinary tract infection that was found on the preoperative urine culture and sensitivity (C & S). The post-operative course has been smooth and the APRN is removing the 3-way Foley catheter when there is a sudden release of bright red blood with many blood clots in the Foley bag. The patient becomes hypotensive, tachycardic and the APRN notes new ecchymoses on the patient’s arms and legs. The patient was immediately transferred to the surgical intensive care unit (SICU) and a stat hematology consult was conducted. Stat CBC, d-dimer, peripheral blood smear, partial thromboplastin time, Prothrombin time/international normalization ratio (INR), and fibrinogen labs were drawn. Results were:

CBC with markedly decreased platelet count, peripheral blood smear showed decreased number of platelets and presence of large platelets and fragmented red cells (schistocytes), prothrombin time prolonged as was the partial thromboplastin time. The d-dimer was markedly elevated, and fibrinogen level was low. The diagnosis of disseminated intravascular coagulation (DIC) was made based on clinical picture and laboratory data.

Question 1 of 2:

What is DIC and how does it develop? 

<Type your response here>

Question 2 of 2:

What factors contribute to the development of DIC?  

<Type your response here>

Explain the steps in conducting a literature review. In your presentation, describe how you would approach conducting a literature review pertaining to your problem of interest.

/in /by

Step 1: Reflect on your proposed problem of interest. Does hand-washing reduce hospital-acquired infection?

Step 2: Summarize the purpose of a literature review.

Step 3: Explain the steps in conducting a literature review. In your presentation, describe how you would approach conducting a literature review pertaining to your problem of interest. Identify one primary question and one secondary question regarding the problem of interest.

What has been your most significant learning experiences in light of these values (whether in the classroom or out of the classroom)?

/in /by

GEN400—Visioning a Future of Justice, Compassion, and Service

Final GEN400 Project Guidelines:

The final project of GEN400 asks you to pull together what you have been learning about the Mercy Core Values and the Visioning of a Future that we have been discussing since our earliest weeks together. This project should be from 5-6 pages (minimum of 1,250 words). It must include the citation of at least seven sources. At least two of these sources should be R/Vs that you encountered in this course: one assigned source from Unit One and one assigned R/V from a student presenter in Unit Two. Besides these two sources from our GEN400 readings, you also must include at least four scholarly research materials — either scholarly journals or academic books — related in some way to these readings or the topics referenced in them. The 7th source is “free choice” … it can be another R/V or an interview with an expert in the field or a website from a credible source or another article, book. The final paper also must integrate some aspect of learning gained through the service learning experience. The final version will be submitted to Safe Assign on Blackboard within its assignment link.

To develop your project, it may help to think about three different parts to the final essay. This outline is a guide throughout the research and writing process, modify, as needed. Be sure to use the scoring rubric as your guide.

Proposed Components of Final Project (feel free to modify to fit your research):

PART ONE:     Introductory Reflection Piece:  Reflection on Mercy Core Values

What is your present understanding of the Mercy Core Values of respect, integrity, justice, compassion, and service? How has your understanding of justice, compassion, and service evolved over the course of the semester?  How do you see these Mercy Core Values connected to living a good life?

What has informed your current perspective on these values? Cite readings and academic research, service learning exploration and experiences, relevant academic discourse in and out of the classroom, and personal reflection on these values as important (or not) to you.

PART TWO: Research – Application of Core Values to a Critical Concern  

Name a current critical concern / problem that you feel is worth your continued involvement or consideration.

Why is this critical concern / problem important to you?

Do you feel alone in your perspective?  Do others see the critical concern / problem as important?

If this problem continues unabated, what are some possible consequences?

Explore the complexities and complications of the critical concern / problem.

Define the concern or problem clearly and succinctly.

What are some general assumptions about this problem? What were your presumptions prior to your investigation of the problem?

What information can you gather about the extent of this problem? (Research data, expert analysis, observations, experiences)

How do you interpret this above information? What is not being said/considered that should be said/considered?

Consider Solutions to the Critical Concern or Problem.

What moral principles do you think address this issue? How could an application of the Mercy Core Values address this issue?

What creative idea and response would most effectively address the issue? Explain

Is there a group working on this issue that you could work with on this topic? In what way? What support would you need to start or continue involvement?

What would be the upside and downside consequences of your response? Explain

PART THREE: Concluding Personal Synthesis – Give a personal touch to your reflection and research.

This personal reflection should be the final two pages of your text.  If you would prefer a different format from a written statement, you can articulate your vision via poetry, artwork, and/or through other creative media presentation. It will be presented to an audience of your peers and professors.

Articulate a personal vision based on your integration of the Mercy Core values of respect, integrity, justice, compassion, and service.

How has your experience of GCU’s Mercy Core Values (either past or present) contributed to the person you are today? What has been your most significant learning experiences in light of these values (whether in the classroom or out of the classroom)?

After graduation, how do you plan to be a person of Mercy in both your professional and personal world? What do you see as your commitment towards the ongoing internalization of these values and their expression in your life? Do you plan any personal commitment, advocacy, or continued service based on the importance of these values to your continued personal and / or spiritual development?

Demonstrate the enhanced reflective skills which contribute to personal theory and knowledge building for professional practice.

/in /by

The case:

While doing my nursing placement in a rehab unit I escorted a patient name John* to the bank to help him with bank card PIN change as he has limited knowledge with modern technology. After assisting him with the PIN change, he said he wanted to withdraw some money and he would appreciate help. So I helped him to get to stage where he can decide how much he wants. So I looked at him and ask how much he wants to withdraw, without allowing me to finish asking he punched £500 button. I politely said to him that is too much cash, he said he will keep it. I was meant to return to the unit after helping him so he can carry on with his leave in town. But after witnessing the large sum he withdrew I suggest to him to return to the unit if he do not mind. And he complied so we both returned to the unit. On getting back I reported the incident strait to the nurse in charge. The nurse in charge with another member of staff approached him and explained to him the risk of keeping such cash on him on the ward and that it is a violation of the unit policy that it should be kept in the safe, he cooperated and handed the money to staff. The money was signed in. The nurse in charge commended me for handling it competently. I electrically documented everything that happens on RIO.

*Not a real name.

INSTRUCTIONS

Format of the submission including word count or its equivalent: 1,500 words

Assignment title:   

To reflect upon an incident that focuses upon one competency within the ‘Nursing Practice and Decision Making’ domain

Feedback Method:

Written feedback will be embedded within Turnitin..

Intended learning outcomes being assessed:

The learning outcome for the reflective essay is number 6 and noted below:

  1. Demonstrate the enhanced reflective skills which contribute to personal theory and knowledge building for professional practice.

Overview of assignment:

Consists of a written reflective essay that demonstrates and articulates a developing understanding of professional knowledge and skills in relation to practice learning during Level 5 placements (Placement experience and not simulation lab experience).

While undertaking your placement you will be assessed upon 4 domains that consist of 18 competencies. These 4 domains are:

Professional Values

Communication and interpersonal skills

Nursing practice and decision making

Leadership, management and team working.

You will select an incident from your clinical practice at level 5, which meets one of the competencies within the Nursing Practice and Decision-Making domain to reflect upon, using the Rolfe Jasper and Freshwater framework (2001/2011).

The suggested structure of the essay is as follows:

  • Introduction – which competency to reflect on and why you have chosen this incident
  • Description (What) – Brief description of the Incident you are using.
  • Discussion (So What) – Using Rolfe Jasper and Freshwater reflective
  • Explore the incident you are using. This should include
  • Clear focus on one of the four competencies in the domain
  • Involves a focus on Nursing Practice and Decision-Making
  • Your participation/contribution to either; ‘person centred & humanised care’ (Adult) or ‘family centred & humanised care’ (CYP) or ‘the principles of personal recovery’ (MH). Please ensure you focus more on my participation in the incident this is what the lecturer emphasize.
  • Endeavor to use the provided books that I uploaded.
  • Please endeavor to link the discussion (my actions) to various aspects of nursing – collaboration, effective communication, care, assessment, health promotion, team work, accurate documentation, intervention, respect, patients and staff relationship, care ethics. This is only a guide, incorporate your expertise.
  • References within the last 10yrs please
  • Please use academic journals
  • Reference style is Harvard but slightly different from the usual Harvard. Will attach a reference guide.
  • The case study is a bit lengthy as you can see. Please do NOT copy what I send. Just summarise it in your own words. In fewer words please preferably less than 120 words, because the introduction and case description shouldn’t exceed 400 words. I included all the information for better understanding of the case.
  • Exhaust the 1650 word counts excluding list of references. It is meant to be 1500 words but the 10% rules apply.
  • Please strictly stick to the instructions.
  • Please I want to see sound academic work writing.
  • Includes appropriate professional references to evidence based practice and policy.
  • The introduction and description should be no more than 400 words allowing 1,100 words for discussion and conclusion.
  • As this is a reflective piece of work it is acceptable to write this in the first person, so no need to justify the use of ‘I’.

Demonstrate the enhanced reflective skills which contribute to personal theory and knowledge building for professional practice.

/in /by

The case:

While doing my nursing placement in a rehab unit I escorted a patient name John* to the bank to help him with bank card PIN change as he has limited knowledge with modern technology. After assisting him with the PIN change, he said he wanted to withdraw some money and he would appreciate help. So I helped him to get to stage where he can decide how much he wants. So I looked at him and ask how much he wants to withdraw, without allowing me to finish asking he punched £500 button. I politely said to him that is too much cash, he said he will keep it. I was meant to return to the unit after helping him so he can carry on with his leave in town. But after witnessing the large sum he withdrew I suggest to him to return to the unit if he do not mind. And he complied so we both returned to the unit. On getting back I reported the incident strait to the nurse in charge. The nurse in charge with another member of staff approached him and explained to him the risk of keeping such cash on him on the ward and that it is a violation of the unit policy that it should be kept in the safe, he cooperated and handed the money to staff. The money was signed in. The nurse in charge commended me for handling it competently. I electrically documented everything that happens on RIO.

*Not a real name.

INSTRUCTIONS

Format of the submission including word count or its equivalent: 1,500 words

Assignment title:   

To reflect upon an incident that focuses upon one competency within the ‘Nursing Practice and Decision Making’ domain

Feedback Method:

Written feedback will be embedded within Turnitin..

Intended learning outcomes being assessed:

The learning outcome for the reflective essay is number 6 and noted below:

  1. Demonstrate the enhanced reflective skills which contribute to personal theory and knowledge building for professional practice.

Overview of assignment:

Consists of a written reflective essay that demonstrates and articulates a developing understanding of professional knowledge and skills in relation to practice learning during Level 5 placements (Placement experience and not simulation lab experience).

While undertaking your placement you will be assessed upon 4 domains that consist of 18 competencies. These 4 domains are:

Professional Values

Communication and interpersonal skills

Nursing practice and decision making

Leadership, management and team working.

You will select an incident from your clinical practice at level 5, which meets one of the competencies within the Nursing Practice and Decision-Making domain to reflect upon, using the Rolfe Jasper and Freshwater framework (2001/2011).

The suggested structure of the essay is as follows:

  • Introduction – which competency to reflect on and why you have chosen this incident
  • Description (What) – Brief description of the Incident you are using.
  • Discussion (So What) – Using Rolfe Jasper and Freshwater reflective
  • Explore the incident you are using. This should include
  • Clear focus on one of the four competencies in the domain
  • Involves a focus on Nursing Practice and Decision-Making
  • Your participation/contribution to either; ‘person centred & humanised care’ (Adult) or ‘family centred & humanised care’ (CYP) or ‘the principles of personal recovery’ (MH). Please ensure you focus more on my participation in the incident this is what the lecturer emphasize.
  • Endeavor to use the provided books that I uploaded.
  • Please endeavor to link the discussion (my actions) to various aspects of nursing – collaboration, effective communication, care, assessment, health promotion, team work, accurate documentation, intervention, respect, patients and staff relationship, care ethics. This is only a guide, incorporate your expertise.
  • References within the last 10yrs please
  • Please use academic journals
  • Reference style is Harvard but slightly different from the usual Harvard. Will attach a reference guide.
  • The case study is a bit lengthy as you can see. Please do NOT copy what I send. Just summarise it in your own words. In fewer words please preferably less than 120 words, because the introduction and case description shouldn’t exceed 400 words. I included all the information for better understanding of the case.
  • Exhaust the 1650 word counts excluding list of references. It is meant to be 1500 words but the 10% rules apply.
  • Please strictly stick to the instructions.
  • Please I want to see sound academic work writing.
  • Includes appropriate professional references to evidence based practice and policy.
  • The introduction and description should be no more than 400 words allowing 1,100 words for discussion and conclusion.
  • As this is a reflective piece of work it is acceptable to write this in the first person, so no need to justify the use of ‘I’.

Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs. 

/in /by

Assignment: Advocating for the Nursing Role in Program Design and Implementation

As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives.

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

To Prepare:

  • Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs. 
  • Select a healthcare program within your practice and consider the design and implementation of this program.
  • Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation. 

The Assignment: (2–3 pages)

In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions:

  • Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
  • Who is your target population?
  • What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
  • What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
  • What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
  • Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

Use these Resources:

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 5, “Public Policy Design” (pp. 87–95 only)
  • Chapter 8, “The Impact of EHRs, Big Data, and Evidence-Informed Practice” (pp. 137–146)
  • Chapter 9, “Interprofessional Practice” (pp. 152–160 only)
  • Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 183–191 only)

American Nurses Association (ANA). (n.d.). Advocacy. Retrieved September 20, 2018, from https://www.nursingworld.org/practice-policy/advocacy/

Centers for Disease Control and Prevention (CDC). (n.d.). Step by step: Evaluating violence and injury prevention policies: Brief 4: Evaluating policy implementation. Retrieved from https://www.cdc.gov/injury/pdfs/policy/Brief%204-a.pdf

Congress.gov. (n.d.). Retrieved September 20, 2018, from https://www.congress.gov/

 

Klein, K. J., & Sorra, J. S. (1996). The challenge of innovation implementation. Academy of Management Review, 21(4), 1055–1080. doi:10.5465/AMR.1996.9704071863

Note: You will access this article from the Walden Library databases.

Sacristán, J., & Dilla, T. D. (2015). No big data without small data: Learning health care systems begin and end with the individual patient. Journal of Evaluation in Clinical Practice, 21(6), 1014–1017. doi:10.1111/jep.12350

Note: You will access this article from the Walden Library databases.

Tummers, L., & Bekkers, V. (2014). Policy implementation, street level bureaucracy, and the importance of discretion. Public Management Review, 16(4), 527–547. doi:10.1080/14719037.2013.841978.

Note: You will access this article from the Walden Library databases.

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Program Design
In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions. 
·   Tell us about a healthcare program within your practice. What are the costs and projected outcomes of this program?
·   Who is your target population?
·   What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?

·   What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
·   What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?—

Levels of Achievement:

Excellent 41 (41.00%) – 45 (45.00%)

Good 36 (36.00%) – 40 (40.00%)

Fair 31 (31.00%) – 35 (35.00%)

Poor 0 (0.00%) – 30 (30.00%)

Program Implementation
·  What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?

·   Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why you think this?—

Levels of Achievement:

Excellent 36 (36.00%) – 40 (40.00%)

Good 32 (32.00%) – 35 (35.00%)

Fair 28 (28.00%) – 31 (31.00%)

Poor 0 (0.00%) – 27 (27.00%)

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.–

Levels of Achievement:

Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3.5 (3.50%) – 3.5 (3.50%)

Poor 0 (0.00%) – 3 (3.00%)

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation–

Levels of Achievement:

Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3.5 (3.50%) – 3.5 (3.50%)

Poor 0 (0.00%) – 3 (3.00%)

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.–

Levels of Achievement:

Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3.5 (3.50%) – 3.5 (3.50%)

Poor 0 (0.00%) – 3 (3.00%)

How do you see global health concerns impacting your community? Identify one way that you can implement population health in your community or workplace.

/in /by

CO 9: Examine future trends in community health nursing, including the impact of information systems and evidence-based practice. (PO 8)
Discussion
Review this week’s lesson and assigned reading on the nurses’ role in population health, and reflect on what you have learned in this course. Address the following questions.

What future concerns are likely to impact public health?
How do you see global health concerns impacting your community?
Identify one way that you can implement population health in your community or workplace.
Share specific examples.

Demonstrate, via the application of that knowledge, how you processed the information to identify and prioritize key nursing problems and formulate nursing diagnoses. (Identify problems)

/in /by

In the WRITTEN component, working independently and using the provided template, you will be required to analyze the data gathered during the VIVA to;

•Demonstrate your ability to recall relevant knowledge (i.e. physiology/pathophysiology) that underpins the clinical scenario. (Process information)

•Demonstrate, via the application of that knowledge, how you processed the information to identify and prioritize key nursing problems and formulate nursing diagnoses. (Identify problems)

•Articulate goals of care (desired patient outcomes) and detail nursing actions/interventions you would perform to address that problem. Provide rationale for all nursing actions utilizing principles of evidence-based care. (Establish Goals; Take Action)

•Briefly describe how you would evaluate nursing interventions/actions provided. (Evaluate Outcomes)

•Reflect on your collegial practice and performance in this simulated episode of care with direct reference to the RN Standards for Practice (NMBA 2016). (Reflection)

•It is expected that you will engage with appropriate scholarly literature, the contemporary nursing practice evidence base, practice documents, guidelines and protocols to substantiate your clinical judgements and exploration of the scenarios.
Demonstrates ability to independently formulate a justified plan of nursing care for the client experiencing acute and chronic health problems, by responding to the assessments made and issues identified in the clinical scenario, and by implementing appropriate nursing actions and clinical interventions.
Need to be referenced with Harvard referencing style, (Australian resources), check rubric as reference is needed in almost all category. Research needed to be done , apply clinical reasoning cycle. Need to write in template provided.
I have attached resources, case, rubric and other information, write a good grade assignment as its worth 40% of total marks.I will add extra resources if i got more.

Define and describe the four generations – name, timeframe, and a description of that group’s characteristics.

/in /by

This week, you will consider your own diverse cultural and generational background and how it impacts the care you provide to your patients.

For this written assessment we will focus on generational diversity in the nursing population. Click here to download table 12.2. on p. 379 of your textbook. Review and address the following:

  1. Define and describe the four generations – name, timeframe, and a description of that group’s characteristics.
  2. Choose the group to which you belong. Explain how you think that you fit with this assessment of that generation. (I belong to the millennial generation being born in 1981)
  3. Select any other group to which you do not belong. Explain how those from your group can learn from that group, and explain how that group could learn from yours.

References

Minimum of four (4) total references: two (2) references from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information)

Style

Unless otherwise specified, all the written assignment must follow APA 6th edition formatting, citations and references.

Number of Pages/Words

Unless otherwise specified all papers should have a minimum of 600 words (approximately 2.5 pages) excluding the title and reference pages.

Headings will be all first (level 1) headings. Centered and bold

Four Generations

My Generation

Learning from another group.