Strategies to Promote Academic Integrity and Professional Ethics

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NURS_6003_Module03_Week05_Assignment_Rubric

Excellent Good Fair Poor
Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

Using the Academic and Professional Success Development Template you began, write a 2-3 paragraph analysis that includes the following:

·   Explanation for the relationship between academic integrity and writing.

·   Explanation for the relationship between professional practices and scholarly ethics.

·   Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.

·   Use Grammarly and SafeAssign to improve the product.

·   Explain how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity.
32 (32%) – 35 (35%)

The response clearly and accurately describes in detail the relationship between academic integrity and writing.

The response clearly and accurately describes in detail the relationship between professional practices and scholarly ethics.

The response accurately cites at least two resources that fully support the arguments explained.

The response clearly and accurately describes in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including sufficient evidence that Grammarly and SafeAssign were used to improve the responses provided.
28 (28%) – 31 (31%)

The response partially describes the relationship between academic integrity and writing.

The response partially describes the relationship between professional practices and scholarly ethics.

The response partially cites at least two resources that partially support the arguments explained.

The response partially describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including some evidence that Grammarly and SafeAssign were used to improve the responses provided.
25 (25%) – 27 (27%)

The response vaguely describes the relationship between academic integrity and writing.

The response vaguely describesthe relationship between professional practices and scholarly ethics.

The response vaguely or inaccurately cites at least two resources that vaguely support the arguments explained.

The response vaguely or inaccurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including vague evidence that Grammarly and SafeAssign were used to improve the responses provided.
0 (0%) – 24 (24%)

The response describing the relationship between academic integrity and writing is vague and inaccurate, or is missing.

The response describing the relationship between professional practices and scholarly ethics is vague and inaccurate, or is missing.

The response inaccurately cites at least two resources that inaccurately support the arguments explained, or is missing.

The response vaguely and inaccurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including no evidence that Grammarly and SafeAssign were used to improve the responses provided.
Part 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Part 1 by:

·   Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.
45 (45%) – 50 (50%)

The response clearly identifies and accurately describes in detail strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.

The response clearly reviews and accurately proposes in detail resources and approaches to use as a student and professional.
40 (40%) – 44 (44%)

The response partially identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.

The response partially reviews and proposes resources and approaches to use as a student and professional.
35 (35%) – 39 (39%)

The response vaguely identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.

The response inaccurately reviews and vaguely proposes resources and approaches to use as a student and professional.
0 (0%) – 34 (34%)

The response vaguely and inaccurately identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse, or is missing.

The response vaguely and inaccurately reviews and vaguely proposes resources and approaches to use as a student and professional, or is missing.
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.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Name: NURS_6003_Module03_Week05_Assignment_Rubric

 

Assignment: Academic Success and Professional Development Plan
Part 3: Strategies to Promote Academic Integrity and Professional Ethics

Nurse-scholars have a significant obligation to their community as well. Their work must have academic and professional integrity. Their efforts are designed to add to the body of knowledge, advance the profession, and ultimately help in the care of patients. Work that lacks integrity is subject to erode quickly or worse.

Fortunately, there are strategies and tools that can help ensure integrity in academic and professional work. This Assignment asks you to consider these tools and how you might apply them to your own work.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by appending the original document you began in the previous assignment.

To Prepare:

  • Reflect on the strategies presented in the Resources for this Module in support of academic style, integrity, and scholarly ethics.
  • Reflect on the connection between academic and professional integrity.

The Assignment:

Part 3, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity

Using the Academic and Professional Success Development Template you began in Module 1 and expanded in Module 2, write a 2- to 3-paragraph analysis that includes the following:

  • Explanation for the relationship between academic integrity and writing
  • Explanation for the relationship between professional practices and scholarly ethics
  • Cite at least two resources that support your arguments, being sure to use proper APA formatting.
  • Use Grammarly and SafeAssign to improve the product.
  • Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity.

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Part 3, Section 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Section 1 by:

  • identifying and describing strategies you intend to pursue to maintain integrity and ethics of your: (1) academic work as a student of the MSN program and (2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.

By Day 7 of Week 5

Submit both Section 1 and Section 2 of Part 3.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Pharmacology -Nursing Exam Questions & Answers

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Pharmacology -Nursing Exam Questions & Answers

1.a. Describe the differences between local and systemic routes of drug administration, giving examples of each.    (7)

  1. Outline the actions a nurse can take to minimise the occurrence of side effects of drugs. (7)

1a) Local routes of administration will result in an effect to the area where the drug has been administered, whereas systemic routes of administration result in absorption into the circulatory system and so can affect the entire body. For example, local routes of administration include eye drops and ear drops, these medications will only have an effect on the eyes and ears respectively and will not enter the circulatory system to have an effect elsewhere. Additionally, this is also true of drugs administered by inhalation (nebulisers, inhalers) as they well only have an effect on the respiratory system and not elsewhere. Conversely medication administered orally will be absorbed at some point in the digestive system and so enter the circulatory system, an example of systemic administration. A further example of this route of administration is injection, as the drug is injected directly into bodily tissue it can take an effect on the entire body as it will be absorbed into the circulatory system quickly (or immediately in the case of intravenous administration).

  1. b) One of the most important actions a nurse can take in order to minimise the effects of drugs is to take observations following administration, such as blood pressure, for example tricylic antidepressants can cause orthostatic hypotension. Observing respiratory rate can also be useful if a patient has been administered an opioid analgesic. A nurse can also ensure that the patient receives a drug to reduce the side effects of another drug, for example giving cyclazine to combat the nausea effects of morphine.
  2. Compare and contrast the actions of agonist, partial agonist and antagonist drugs. You should illustrate your answer with examples. (14)

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2) When an agonist drug bonds to the receptor on a cell it may produce a range of effects, as the drug is able to bind to the receptor and cause an effect it is an agonist, for example when Morphine bonds to a neuronal cell in the brain it might cause nausea, respiratory distress or an analgesic effect dependant on what dose was administered, as the drug causes an effect from binding to a receptor it is an agonist.

This in contrast to an antagonist drug which, while still binding to the same receptors, will not produce a response. An antagonist can be used as an ‘antidote’ to agonist drugs, in the case of morphine the antagonist would be Naloxone. Naloxone will bind to the same receptors that morphine would bond with but the Naloxone will not cause a response and will not allow morphine to bind to that receptor and so will inhibit the action of morphine.

Finally there are partial agonist drugs, these drugs are similar to agonists but they do not have as many effects as agonists do as they cannot cause as much of a response from the receptors as agonists do. Still looking at opioid drugs, Buprenorphine is an example of a partial agonist. It has a similar analgesic effect to morphine but is less likely to cause respiratory distress and so doesn’t offer as many effects, and so is only a partial agonist. Partial agonists also have a ceiling effect in that unlike an agonist where the higher the dose, the more the effect. When an agonist is administered it binds to the receptor which causes the release of endorphins as do partial agonists, however when the dose is increased in an agonist the amount of endorphins released increases too, partial agonist do not have the same effect with regard to endorphins and so the drug effects are ‘capped’.

  1. A client who has severe chronic obstructive pulmonary disease is prescribed oxygen via a controlled-flow mask to provide a concentration of 24%, whereas another patient who has severe acute asthma is prescribed oxygen via a high-flow mask to provide a concentration of 60%.

Explain the rationale for the differences in the oxygen prescriptions for these two clients. (14)

4) Those with COPD will have damage to the alveoli of the lungs and so may have emphysema, as the alveoli are damaged the surface area in which O2 and CO2 are exchanged is greatly reduced, this results in a low blood oxygen concentration and a higher blood carbon dioxide level. If a patient with this condition is given high flow, high concentration oxygen the respiratory rate may drop and the alveoli will have difficulty in transferring the oxygen to the blood and so the levels of carbon dioxide will rise. This effect will result in a lack of oxygen in the brain cells and so the patient will become disorientated and eventually comatose. This can be avoided by giving oxygen at a lower concentration such as 24% because this will allow the damaged lungs to exhale CO2 rather than retain it, this should result in the alveoli having an improved gaseous exchange. This is also why a controlled-flow mask should be used, as the stream of oxygen is controlled the lungs will not be over-filled with oxygen that they cannot use which would again result in an increased CO2 concentration in the blood as the alveoli will still struggle with the exchange. However in a patient with acute asthma the problem is not that the alveoli cannot exchange oxygen or that CO2 is being retained, it is that insufficient oxygen is reaching the alveoli in the first place due to obstruction caused by inflammation or bronchospasm. In this case it is important that the amount of oxygen in the lungs is increased so that the alveoli can exchange the oxygen and in turn increase the saturation of oxygen in the blood. To do this quickly it is important that high-flow oxygen is used at a high concentration as this will increase the volume of oxygen quickly, allowing the gaseous exchange in the alveoli to return to normal.

  1. Laxatives are frequently administered by nurses.
  2. List the FOUR groups of laxative drugs. (4)
  3. Choose any TWO of these groups, explain their actions and side effects and provide at least one example from each group. (10)

6a) Bulk laxatives, Stool Softners, Osmotic Laxatives, Stimulant laxatives.

6b)  Osmotic – These laxatives make stools softer by increasing the amount of water in the bowels. They can be given in the form of liquid or dissolved powder. Lactulose for example achieves this by being broken down by bacteria in the bowel which results in the production of acids. These acids then cause the contents of the bowel to become more fluid, as a result the stools are softened, lactulose also has the effect of mildly irritating the bowel, when this is combined with its osmotic effect, a laxative effect is produced. This however does cause some side effects, because of the increase in fluid in the bowels diarrhoea can occur. It also takes a couple of days to have its full osmotic effect and so flatulence and distention are common side effects.

Stimulant – These laxatives all contain anthraquinone emodin which is a purgative resin, this resin is released in the intestines and there it is absorbed into the bloodstream and begins to act on the large intestine causing muscle contraction (peristalsis), this peristalsis is what makes them stimulants. They are available in forms including tablets, suppositories, granules and syrups. The most commonly used example of a stimulant laxative is Senna, this works as has just been described and like osmotic laxatives may cause diarrhoea, further side effects of stimulant laxatives include griping pains and malabsorption.

  1. Explain the actions of selective and non-selective non-steroidal anti-inflammatory drugs (NSAIDs). You should include their mode of action, effects and side effects and give examples where appropriate. (14)

7) Non-selective NSAIDs are used to reduce inflammation in rheumatoid arthritis and to reduce pain without causing sedative effects. Aspirin reduces the production of the lipid prostaglandin, this results in analgesia and the reduction of inflammation. Aspirin works by the inhibiting the ability of cyclooxygenase (both COX-1 and COX-2) to produce the prostaglandins in the first place, as these are responsible for the constriction and dilation of muscle cells and the sensitivity of spinal neurons to pain their removal will reduce both inflammation and pain. One problem with this action however is that the prostaglandins have a protective effect in the gastrointestinal tract and so their removal can result in gastric irritation as a side effect. Diclofenac is a good example of a non-selective NSAID as it is used to reduce inflammation in pain but causes irritation to the gastric tract which can ultimately lead to a gastric ulcer. More commonly it will result in indigestion, diarrhoea and headaches.

Pharmacology -Nursing Exam Questions & Answers

 

Measuring Quality Guidelines Nursing paper and Grading Rubric

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Measuring Quality Guidelines Nursing paper and Grading Rubric

In an 8 to 10-page paper, APA format and 5 references, describe three rate based measurements of quality.

Select three rate based measurements of quality that you will use as the primary basis for this paper.

These measurements must relate to some aspect of clinical or service quality that directly relates to patient care or the patient’s experience of care.  For the purposes of this assignment, an analysis of staffing levels is not permitted.  You can find useful information on quality indicators that are of interest to you on these websites and resources.  You may choose only one of the three measures to be some form of patient satisfaction measure.

Deconstruct each measure to include descriptions of the each of the following as numbered below:

1) The definition of the measure

2) The numerical description of how the measurement is constructed (the numerator/denominator measure counts, the formula used to construct the rate, etc.)

3) Explain how the data for this measure are collected

4) Describe how the measurement is compared externally to other like settings; differentiate between the actual rate and a percentile ranking.

5) Explain whether the measure is risk adjusted or not.  If so, explain briefly how this is accomplished.

6) Describe how goals might be set for each measure in an aggressive organization, which is seeking to excel in the marketplace.

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Describe the importance of each measure to a chosen clinical organization and setting.

Using these websites and resources you can choose a hospital, a nursing home, a home health agency, a dialysis center, a health plan, an outpatient clinic or private office; a total population of patient types is also acceptable, but please be specific as to the setting. That is, if you are interested in patients with chronic illness across the continuum of care, you might home in a particular health plan, a multispecialty practice setting or a healthcare organization with both inpatient and outpatient/clinic settings. Faculty appointments and academic settings are not permitted for this exercise. For all other settings, consult the instructor for guidance. You do not need actual data from a given organization to complete this Measuring Quality Guidelines Nursing paper and Grading Rubric assignment.

Relate each measure to patient safety, to the cost of poor quality, and to the overall cost of healthcare.

Measuring Quality Guidelines Nursing paper and Grading Rubric Required Readings

Joshi, M.S., Ransom, E.R., Nash, D.B., & Ransom, S.B., (Eds.). (2014). The Healthcare Quality Book, 3rd ed. Chicago, IL: Health Administration Press.

Chapter 5: “Data Collection”

Chapter 6: “Statistical Tools for QI”

Park, J., Konetzka, R. T., & Werner, R. M. (2011). Performing well on nursing home report cards: Does it pay off? Health Services Research, 46(2), 531–554. doi:10.1111/j.1475-6773.2010.01197.x

  1. The study in this article evaluates whether or not nursing homes benefit from improvements in quality measures. Four financial outcomes are measured before and after the improvements are enacted. The study shows that the nursing homes that improved quality measures benefited financially.

Suchy, K. (2010). A lack of standardization: The basis for the ethical issues surrounding quality and performance reports. Journal of Healthcare Management, 55(4), 241–251.

Because performance reports are easily found online, this article supports creating ethical guidelines for the performance reports of the health care industry. It compares nearly ten different organizations that provide performance reporting, and then it proposes an ethical framework and principles for public quality reporting.

Wachter, R. M., & Pronovost, P. J. (2009). Balancing “no blame” with accountability in patient safety. New England Journal of Medicine, 361(14), 1401–1406.

This article addresses the issue of individual accountability in health care organizations. It suggests moving from a culture within health care that does not place blame on individuals to a culture where individuals become more accountable. Measuring Quality Guidelines Nursing paper and Grading Rubric

Centers for Medicare & Medicaid Services. (n.d.). Quality initiatives: Overview. Retrieved from http://www.cms.gov/QualityInitiativesGenInfo/

Created by the U.S. Department of Health & Human Services, this website overviews quality initiatives that affect the health care industry. It also provides information and downloadable PDFs on the Post-Acute Care Reform Plan and Development of Quality Indicators for Impatient Rehabilitation Facilities (IRF).

Required Media – Measuring Quality Guidelines Nursing paper and Grading RubricRequired Media

Video: Laureate Education, Inc. (Executive Producer). (2011). Organizational and systems leadership for quality improvement: External quality improvement. Baltimore: Author.

Note: The approximate length of this media piece is 10 minutes. Measuring Quality Guidelines Nursing paper and Grading Rubric

The presenters in this video discuss various external organizations involved in quality, and examine the enforcement of standards by governmental agencies versus voluntary organizations. This program also addresses the publication of quality information and why organizations should do their own reporting in addition to mandated reporting. Licensing, credentialing, and certification are discussed as they relate to the social compact that health care providers have for quality and safety.

Measuring Quality Guidelines Nursing paper and Grading Rubric

NURS 6003 Syllabus Paper

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Student Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

  • This Syllabus
  • Course Calendar
  • Instructor and Student Support Info

Credit Hours

  • 3 credits in 11 weeks

Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. NURS 6003 Syllabus Paper.

Course Description

In this course students are introduced to Walden University and online learning. Students explore strategies for the successful participation in an online curriculum. Students also will receive a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments introduce students to resources that support success, development of graduate-level writing skills and use of APA Style, academic integrity, and the creation of a professional development plan based on each student’s chosen specialization.

Course Learning Outcomes

By the conclusion of this course, you should be able to:

  • Develop networks for academic and professional success.
  • Identify strategies for academic and professional success.
  • Apply strategies to promote academic integrity and professional ethics.
  • Analyze peer-reviewed research related to issues in nursing practice.
  • Create academic success and professional development plans.
  • Justify selection of MSN specializations using standards and scope of practice.

College of Nursing Alignment of Learner Outcomes

Click on the following link to access the College of Nursing Alignment of Learner Outcomes:

Document: NURS 6003 College of Nursing Alignment of Learner Outcomes (PDF)

Course Materials

Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

Course Texts

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Note: If the print editions of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If electronic versions are listed, no print versions are available.

Note: Please keep this text as it will be used in subsequent courses in your MSN program.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week.

Media

Assigned course media elements are found within the weekly Learning Resources pages and are available via a streaming media player or a hyperlink to the individual item.

Course Reading List

The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

NURS 6003 Course Readings List

Dedicated Support for Course Media

You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course.

E-mail: mediasupport@waldenu.edu
Phone: 1-877-238-2963

Primary and Secondary Sources

Review the following information prior to selecting resources for assignments.

Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.

Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

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Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information. NURS 6003 Syllabus Paper.

Course Assignments

    1. Participation in weekly Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.

 

    1. Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.

 

  1. Portfolio Assignment: Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.

Grading Criteria and Total Components of a Grade

Course grades will be based on participation (postings) and completion of assignments listed below.

Letter grades will be assigned as follows:

90%–100% = A
80%–89% = B
70%–79% = C
< 70% = F

Please see below for the policy on Incomplete (I) grades.

Assignment Total Points Percentage (Weighted)
Discussions
Participation in Discussions*
(5 @ 100 pts. each)		 500 25%
Quizzes
(2 @ 100 pts. Each)		 200 10%
Assignments
Module 1 Assignment (100 pts.)
Module 2 Assignment (100 pts.)
Module 3 Assignment (100 pts.)
Module 4 Assignment (100 pts.)
Module 5 Assignment (100 pts.)
Module 6 Assignment (100 pts.)**		 600 65%
Total 1300 100%

* Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details.
**This is the Portfolio Assignment for this course.

Incomplete Grade Policy

Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog)

Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F.

Instructor Feedback Schedule

The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page.

Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade.

For most assignments, you can expect your grades and/or feedback to be posted within five calendar days after the due date. Some assignments may require more than five days for your instructor to provide you with quality feedback. NURS 6003 Syllabus Paper.

Course Procedures

  • All class Discussions take place in the weekly Discussion areas.
  • You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to e-mail the Instructor. If your e-mailed question is thought to be of benefit to all, it may be responded to by the Instructor via e-mail to all or posted as an announcement.
  • Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit.
  • Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her.
  • Check the e-mail account you use for official Walden University business on a regular basis. The expectation is that you are checking this e-mail account daily during the week. If you experience difficulty sending or receiving Walden e-mail, please contact the Student Support Team right away. Contact information for the Student Support Team is located in the Student Support area.
  • Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons.

Note: There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content.

Preferred Methods for Delivering Assignments

  1. Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.
  2. Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file.
  3. All e-mail correspondence must contain in the subject line “NURS 6003-XX-NAME” (XX is the section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course.

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Late Assignment Policy

Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the University drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments.

Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time.

Keeping Your Coursework

You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The University is not responsible for lost or missing coursework.

Course Evaluation

At or near the end of the course, you will receive an e-mail inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs.

Students With Disabilities

Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at disability@waldenu.edu or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or https://www.waldenu.edu/contact for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. NURS 6003 Syllabus Paper.

Classroom Participation

In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date will not count toward your participation.

Financial Aid cannot be released without class participation as defined above.

Students who are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.

If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member.

Checklist

Print

The weekly course checklist below outlines the assignments due for the course.

For full assignment details and directions, refer to each week of the course. All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time.

To view the Course Calendar:

Course Calendar

To View a Printable Course Schedule

For full assignment details and directions, refer to each week of the course.

Click on the NURS 6003 Course Schedule (PDF) link to access the Course Schedule.

Document: NURS 6003 Course Schedule (PDF)

Checklist

Module Assignment Title
Week 1 (Module 1) Networking for Academic and Professional Success
Learning Resources Required Readings
Required Media
Discussion Networking Opportunities
Quiz Walden’s Student Readiness Orientation
Assignment Academic Success and Professional Development Plan Part 1: Developing an Academic and Professional Network
Weeks 2-3 (Module 2) Academic and Professional Strategies and Resources
Learning Resources Required Readings
Required Media
Discussion Strategies for Addressing Questions
Assignment Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies
Weeks 4-5 (Module 3) Academic and Professional Integrity
Learning Resources Required Readings
Required Media
Quiz APA Style and Format
Assignment Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics
Weeks 6-7 (Module 4) Scholarship and Nursing Practice
Learning Resources Required Readings
Rquired Media
Discussion Using the Walden Library
Assignment Academic Success and Professional Development Plan Part 4: Research Analysis
Weeks 8-9 (Module 5) Professional Development Plan
Learning Resources Required Readings
Required Media
Discussion Strategies for Academic Portfolios
Assignment Academic Success and Professional Development Plan Part 5: Professional Development
Weeks 10-11 (Module 6) Standards of Practice
Learning Resources Required Readings
Required Media
Discussion Examining Nursing Specialties
Assignment Academic Success and Professional Development Plan Part 6: Finalizing the Plan

Bibliography

The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography. NURS 6003 Syllabus Paper.

 

Free Nursing Theory Analysis Essay Paper Example

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Free Nursing Theory Analysis Essay Paper Example

Theory/Author Name and Background

Peplau’s Theory is a nursing theory famously known for agitating for human relationship aspect to be incorporated in any nursing undertakings. It is classified as a mid-range theory that brings forth answers to the specific phenomenon in nursing one being the need for self-awareness in nursing (Smith & Liehr, 2014). The author of the theory is Hildegard Elizabeth Peplau, who served as a nurse in the Army in the World War II. At the epicenter of the theory is the need to ensure that the relationship between a nurse and patient is a give and take one. Her argument was that in there is the need to ensure that the relationship is an interactional one. This is because according to the theory, both the nurse and the patient bring forth vital information that is helpful in the attainment of the common goal, that of helping the patient to recover.

According to the theory, the work of the nurse is to help people realize their problem a phenomenon that can only be met if there is a healthy human relation and interaction between the patient and the nurse (McKenna, Pankhihar & Murphy, 2014). She also felt that nurses ought to get educated to serve better the patients, and the aim of the theory was to help the nurses serve better. Her career as a nurse in the Army in the World War II presented a motivation for her towards the formulation of the theory where the patient-nurse relationship was vital in therapeutic nursing undertakings. Free Nursing Theory Analysis Essay Paper Example.

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Peplau’s theory was heavily influenced by ‘Harry Stack Sullivan’s theory of interpersonal relations’ (Parker & Smith, 2010).  The theory argued that people were well understood from networks of relationship in which they were involved. The call was for doctors to concentrate on the interaction aspect of the mental illness patients and not the “intrapsychic” aspect. In the same spirit, Peplau agitated for nurses to enhance their relationship with their patients. According to the theory, it is through the close nurse-patient ties created that nurses get vital information that enables them to take better care of their patients (Parker & Smith, 2010). It through the healthy inter-personal relation between a nurse and the patient that helps the nurse create a therapeutic environment vital in patients’ recovery.

The theory was aimed at sensitizing the nurses on the importance of applying human relation while dealing with different cases in their line of duty. It was also keen of insisting on the importance of having a healthy interaction between a patient and a nurse. The theory was also keen on improving the ‘environment’ metaparadigm of nursing (Smith & Liehr, 2014). The call was for the nurses to ensure that they provide ‘therapeutic’ environment that aid them to better help their client find their problem. This was a vital aspect of the Peplau’s theory because according to the theory, the work of a nurse was to help their patients find their problem, particularly in the mental illness docket.

Theory Description

The theory utilizes inductive reasoning, and this can is heavily evident in terms of the human relation aspect between the nurse and the patient. The theory has stipulated on the importance of the human relationship in nursing engagement; it gives an inductive manner through which the relationship is started and ended.  The inductive aspect of reasoning is seen with the theory argument the interpersonal relationship starts with orientation. Here the intention is to define the problem at hand (specific observation). This help in defining the relevant course of action needed to help the patient. Identification is the next step where the intention at hand is identifying the best professional help applicable to the case. The next step is the Exploitation phase, where the nurse utilizes professional skills (looking for accumulated evidence) to come up with the optimal approach to handling the case at hand. The last phase is the Resolution phase where the goal has been met, and now the relationship has to end. This state is very similar to the phase where the theory is formulated bringing to the end the undertakings. The phases of the interpersonal relationship clearly classify the theory as an inductive theory. Free Nursing Theory Analysis Essay Paper Example.

Concepts Of The Theory   

The primary concept of the theory is the fact that nursing entails helping other people clearly define their problems. Besides, the theory calls for reconciliation of ‘self’ to better serve the others (Taylor & Renpenning, 2011). Another concept is that nurses should incorporate the human relation aspect in all cases. It is also the take of the theory that nursing should be therapeutic and should be of help to those that come seeking. Another concept is that nursing is an interpersonal undertaking since it is based on the exchanged between different parties seeking a common goal. Moreover, the theory argues that realization of nursing goals is a consequence of sequenced steps. Finally the theory argues that with both the nurse and the patient working together, they both acquire knowledge increasingly with time.

The concepts are defined operationally since they are all action-based at the different level of engagement by a nurse. For example, the call for upholding the human relation while handling different cases while practicing nursing. In the same spirit, the concept of nursing being therapeutic demands that nurses should provide the recovery upholding environment for patients at all the time (Taylor & Renpenning, 2011). The author is very consistent in the application of the concept since all the concepts demonstrate well-calculated steps of making nursing an interactional engagement. For example, there is the call to maintain human relation and to make a nursing an interpersonal process where the nurse and the patients constantly engage for a common goal. The concepts are explicit since the concepts express directly what nursing should be and what it should be centered on. The theory points out that nursing should be an interaction-based undertaking. This is a direct demand of what nursing ought to be based on or should meet.

Concept Relationship 

The concepts are heavily intertwined with the common codes of interaction and human relation (Smith & Liehr, 2014). The concept of helping others define their problem is closely related to that one of ensuring continued interpersonal relation. It is only through a strong relationship that a person can confine to another the problem he or she is facing. On the other hand, provision of the therapeutic environment comes about through understanding what forms the ‘therapeutic’ environment. This can be well understood by utilizing human relation and interpersonal interaction. The above illustrations clearly demonstrate a coherent relationship among the concepts of the Peplau’s theory.

Evaluation

Assumptions

The theory has two major assumptions. The first assumption is that the kind of a nurse one becomes plays a significant role in influencing what the patient will learn throughout the illness. The other assumption is the fact that nursing entails developing a personality that can handle day to day interpersonal challenges, in other words, ensuring a stable ‘self’ to serve others better (McKenna, Pankhihar & Murphy, 2014). Peplau later added an assumption that some illness provides platforms for learning and development. Free Nursing Theory Analysis Essay Paper Example.

 

Theory’s Four Concepts Of The Nursing Metaparadigm

The theory has its description of the four nursing metaparadigm namely; person, the environment, nursing, and health. Peplau’s theory describes the person as an organism that engages in actions geared towards reducing tension caused by needs (Smith & Liehr, 2014). The environment is presented as all forces action on a person from outside and mostly in the form of culture. Health is viewed as a fast forward movement in terms of personality and human processes. The movement is in terms of creativity, community living, constructiveness, productiveness and personal (Smith & Liehr, 2014). The theory perception on nursing is that it is a process that is of therapeutic and interpersonal nature.

Clarity Of The Theory

The theory message is clear and explicit with the primary demand being an upholding of human relation in nursing. It is also easily understood due to an in-depth insight availed on how interpersonal relationship is forged and terminated in the nursing undertaking. The theories concepts are also coherent, and this makes it possible to identify easily the common goal and objective of the theory. The theory is clearly understood because it has a singular demand for nursing; it demands the need to make nursing a more engaging discipline where the patient and the nurse fully engage in line of realizing the common goal (Smith & Liehr, 2014). It is also clearly illustrated that even though, there is the need to create a strong bond with the patients; there comes a time when this relation has to come to an end. The rationale for the theory’s call for human relation between the two parties in nursing is the fact that through the interaction, helpful information is availed that heavily help in identifying the problem and formulation of the relevant measures. Over and above, the theory makes an intentional action of demonstrating the relevance of every one of its demands in addition to showing the applicability in nursing practice. This is clearly demonstrated in terms of the steps involved in interpersonal relationship vital in nursing where the theory gives a full detailed analysis of the steps and the expected goals for each step.

Application

General Application 

The theory provides a sound and diligent platform where all the nursing actions can be guided.  The theory calls for human relation while handling the different cases in the practice. This is very viable because, for a proper diagnosis, patient’s input in terms of information is very important (Taylor & Renpenning, 2011). It is through the information availed by the patient that nurses are able to make the relevant decision in terms of the most relevant professional help. In case of an emergency, the patient’s information is very important because it help the nurses in the ER to do the right checkups promptly. Through the timeless, it is possible to handle deadly cases earlier enough thereby increasing the chances of patient’s survival. Besides, it is through the ties created between the patient and the nurse that makes the patient feel more comfortable into opening up their problem to the nurse at hand. Trust is very important since it enables the patient to convey very personal information to the nurses some of which forms the backbone of the prevailing problem facing the patient. Free Nursing Theory Analysis Essay Paper Example.

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            Another component of the theory is the call for nursing to provide a therapeutic environment to the patient. This is also a very relevant call in nursing since the environment in which the patients find themselves in heavily determining the degree of recovery. Conducive environment for the patient helps in the creation of hope a phenomenon vital to any patient’s recovery (Taylor & Renpenning, 2011). A nurse should be a tool of hope and should instill hope in patients thereby motivating them more into making the needed mental and physical change that is important in helping them make a quick recovery. The exchange between a nurse and the patient and the importance of the conducive environment to the patients are two aspects very common in healthcare facilities.  This clearly demonstrates that the Peplau’s theory was and continues to be applicable in many nursing situations. It is, therefore, correct to conclude that the theory do provide helpful insights where nurses can consult in the mile of ensuring that they continue helping the patients in the best way possible.

Application In Specific Nursing Area

As a Family Nurse Practitioner, the goal is to provide health care services to family members throughout their lifetime. This is a very challenging task because to ensure the perpetuity of the services, the relationship has to be based on a high level of trust. Peplau’s theory calls for human relation in nursing undertakings. As FNP, there is a high level of human interaction due to the continued interaction with the family members. It is important to ensure that the relationship created is strong enough to help both parties exchange all the relevant information that help in making the right action at the right time. The FNP is also expected to provide a conducive environment where all the family members feel free to consult the nurse and in addition avail all the relevant information.

Peplau’s theory demonstrates the importance of enabling a good environment to both recovery and availing of the information (Taylor & Renpenning, 2011). In the same spirit, FNP is supposed to create an enabling environment whereby the family members feel free to avail all relevant information in the best way possible. This helps the nurse to make the relevant actions that help in upholding the family member health. The theory also argues that nursing entails helping people find their underlying problems (Taylor & Renpenning, 2011). In most case, FNP role is to help the family members understand better different aspects that might be affecting their health status. They may range from lifestyle to diet, and the FNP has to explain to family members the possible reasons behind their prevailing health status and the best way out. Finally, the theory argues that some medical issues present learning platforms. This is very evident for FNP in the case where the case at hand is unique to the family at hand.  When dealing with these cases, the FNP is able to get new insights thereby becoming more informed and thereby helping the family concerned understand the problem better. In turn, they are able to handle the disease better either in term of treatment or management. However, both the family concerned and their nurse become more familiar with the unique case.

The above illustrations show helpful insights that can be drawn from Peplau’s theory in Family Nurse Practitioner perspective. The human relation and environment aspect of nursing which are agitated for in the theory are also occurrences heavily evident in the FNP’s role of serving the various families. It is through the relation created that enable a healthy degree of trust that guarantees the perpetuity of the relationship.

Conclusion

Peplau’s theory is a comprehensive mid-range theory that avails good and detailed aspect that need to be held in nursing to make it serve the patients better. Its applicability cut across all the specialty of nursing and this is a clear demonstration that indeed the theory is not only helpful in nursing but also ‘a must apply’ if the nursing undertakings are to be centered on improved health delivery. There if therefore the need to pay respect to the theories demands in any nursing undertakings and in doing that ensuring that quality services are the norm in health care facilities.

Free Nursing Theory Analysis Essay Paper Example

Reference

McKenna, H. P., Pankhihar, M., & Murphy, F. (2014). Fundamentals of nursing models, theories

and practice. Chichester, West Sussex : Wiley Blackwell

Parker, M. E., & Smith, M. C. (2010). Nursing theories and nursing practice. Philadelphia: F.A.

Davis Co.

Smith, M. J., & Liehr, P. R. (2014). Middle range theory for nursing. New York: Springer

Taylor, S. G., & Renpenning, K. M. L. (2011). Self-care science, nursing theory, and evidence-

based practice. New York: Springer Pub.

Free Nursing Theory Analysis Essay Paper Example

USW1_NURS_6003_Academic and Professional Success Development Plan Template

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Academic and Professional Success Plan Template 

Prepared by: 

<INSERT NAME>

This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.

For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.

Week 1 | Part 1: My Academic and Professional Network

 

I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.

 

Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section. USW1_NURS_6003_Academic and Professional Success Development Plan Template.

NETWORK MEMBER 1

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes:

 

NETWORK MEMBER 2

Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes:

NETWORK MEMBER 3 

Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my sucess in the MSN program and as a practicing nurse:

Notes:

 

NETWORK MEMBER 4 

Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: USW1_NURS_6003_Academic and Professional Success Development Plan Template

Notes:

ADDITIONAL NETWORK MEMBERS

Week 2 | Part 2: Academic Resources and Strategies

I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.

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Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least three professional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally. USW1_NURS_6003_Academic and Professional Success Development Plan Template

Academic Resource/Strategy 1

 

Academic Resource/Strategy 2

Academic Resource/Strategy 3

 

Professional Resource/Strategy 1

Professional Resource/Strategy 2  

Professional Resource/Strategy 3

ADDITIONAL RESOURCES/STRATEGIES

Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics

I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

 

Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work). USW1_NURS_6003_Academic and Professional Success Development Plan Template 

 

Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

In the space below write a 2- 3-paragraph analysis that includes the following:

  • Explanation for the relationship between academic integrity and writing
  • Explanation for the relationship between professional practices and scholarly ethics
  • Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.
  • Use Grammarly and SafeAssign to improve the product.
  • Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity USW1_NURS_6003_Academic and Professional Success Development Plan Template.

 

PART 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Part 1 by:

  • Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

Week 4 | Part 4: Research Analysis

I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article.  The results of these efforts are shared below.

Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified. USW1_NURS_6003_Academic and Professional Success Development Plan Template

 

Step 1: Research Analysis

Complete the table below

Topic of Interest:  
Research Article: Include full citation in APA format, as well as link or search details (such as DOI)
Professional Practice Use:

One or more professional practice uses of the theories/concepts presented in the article
Research Analysis Matrix

Add more rows if necessary

 Strengths of the Research Limitations of the Research Relevancy to Topic of Interest Notes
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

 

 

 

 

Step 2: Summary of Analysis

Craft a summary (2-3 paragraph) below that includes the following:

  • Describe your approach to identifying and analyzing peer-reviewed research
  • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
  • Identify at least one resource you intend to use in the future to find peer-reviewed research

Week 5 | Part 5: Professional Development

I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.

The results of my efforts are below. 

Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by completing a statement identifying your professional development goals space identified. Complete Step 3 by writing a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.USW1_NURS_6003_Academic and Professional Success Development Plan Template 

 

Step 1: Curriculum Vitae (CV)

Use the space below to write your CV based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below.

NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs.

Step 2: Professional Development Goals

Use the space below to write a statement identifying your professional development goals.

 

Step 3: Alignment with Social Change

Use the space below to write a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

 

Week 6 | Part 6: Finalizing the Plan

 

I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty.  I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.

 

The results of my efforts are below.

 

Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum. USW1_NURS_6003_Academic and Professional Success Development Plan Template 

Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

 

Step 1: Comparison of Nursing Specialties

Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision. 

 

Step 2: Justification of Nursing Specialty

Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

Step 3: Professional Organizations

Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization. USW1_NURS_6003_Academic and Professional Success Development Plan Template.

USW1_NURS_6003_Academic and Professional Success Development Plan Template

Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper

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Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper

Evidence Based Practice in Nursing

Abstract

This is a research paper that seeks to discuss the aspects of the importance and significance of both the research and the evidence based practice within the nursing profession and tries to give the similarities and the differences between the two important aspects in the hospital setting. The aspect of evidence based practice in the nursing field traces it roots to the Magnet recognition Program (MRP) by the ANCC. This program requires the hospitals to ensure that they have the evidence based practice that is strongly embedded in the main culture and practices in the organization. Evidence based practice is significant in that it gives the nurses the opportunity to understand that the evidence based practice mainly deals with the in depth analysis of the research findings with an aim of improving the quality of the previous researches in a bid to try and attain the best practices in the entire program.

Introduction

This paper seeks to discuss the issues that are linked to the evidence based practice in the nursing profession. It will try to give the differences and similarities between the evidence based practice and the actual research in the nursing profession. The aspect of evidence based practice in the nursing field traces its roots in the Magnet recognition Program (MRP) by the ANCC (Melnyk, Gallagher‐Ford, Long & Fineout‐Overholt, 2014). This program requires the hospitals to ensure that they have the evidence based practice that is strongly embedded in the main culture and practices in the organization.

Part A: Significance of Evidence Based Practice in the Nursing Profession

The development on the evidence based practice within the nursing profession would be very significant to the development of the major skills that are required by the nurses as a way of helping to attain the best service delivery to the patients in the health care facility therein. This practice will be important in helping the nurses to deliberate and fully understand the differences between the evidence based practice and the aspects of research in the field of nursing (Chan, 2014). It thus, gives the nurses the opportunity to understand that the evidence based practice mainly deals with the in depth analysis of the research findings with an aim of improving the quality of the previous researches in a bid to try and attain the best practices in the entire program. Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper. Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper.

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Part B: Importance of Research Methods to the Nurses in the Implementation of the Evidence Based Practice

The research methods in the actual research project are considered to be a fundamental requirement in the development and culturing the spirit of evidence based practice in the nursing practice. This is because the two go hand in hand as a way of achieving the best practices in the field of nursing (Sarah, 2013). Research methods will equip the nurses with the opportunity to achieve the best expert opinions in the channels of improving the entire program in one way or the other. The identification of this difference may be a daunting task to the staff in the nursing department and this may lead to confusion when delivering the quality services to the patients. It is important to understand that the evidence based practice would be important in the bridging the gap between the research that has been conducted and the actual practice in the same field (Sarah, 2013). It will be important in challenging the nurses in order to look deeper into the reasons behind the methodology employed in most diagnostic and treatments remedies in the hospital setting.

With the research methodologies, the health institutions clearly demonstrates that the nurses within their premises make good use and evaluate the published research in all the aspects that are needed for the operational and clinical approach in a much wider perspective. This program expects the nurses to conduct projects on research and use the knowledge obtained from these avenues in trying to sensitize others within and without the health institution (Sarah, 2013). In order for the hospitals to make good use of the document, it is important for the stakeholders and the policy implementing officers to put into consideration the differences that exist between the evidence based practice and the actual research process. This would be significant in the understanding of the requirements of both cases in the health care setting.

Part C: How Nurses Utilize Evidence-Based Practice Around the World

Evidence-based practice has become a very common practice in the field of nursing. In addition, it has been observed as a prominent issue of concern in global health. It also considers the need for quality improvement in order to create an environment for the evolution of evidence-based health care (Brown, 2014). The advantages of evidence based practice is that the healthcare end results are primarily the policy imperatives surrounding the nursing or clinical guideline development (Barker, 2014). It also entails research agendas that emphasize on intervention, as well as, problem solving curricula. Consequently, the recommendation that the nursing fraternity lead an inter-professional team in improving service delivery system in the global health care provision creates attention of the need for urgent and newer competencies past this evidence-based practice, which is regarded as a necessity for the nurses to make efforts to change global health care (Gerrish & Clayton, 2004). Furthermore, such competencies emphasize on knowledge utilization in clinical decision making, as well as, producing proofs on various interventions promote the uptake and use nurses. Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper.

Evidence-based practice focuses on channeling the current knowledge into the common healthcare provision decisions, which may improve healthcare processes, as well as, patient outcomes. As a result, evidence-based practice is considered to hold a major promise for directing global health care delivery to higher levels of likelihood, which are intended to produce the anticipated healthcare outcome. Thus, the definition of quality care provision is the guiding principle of evidence-based practice in global health. For evidence-based practice to be successfully adopted and implements, nurses as well as, other health care practitioners should recognize and understand that it must be deployed by each caregiver or health practitioners, as well as, policy makers (Brown, 2014). However, there are still fundamental advances that requires to do much in order to achieve the benefits of evidence-based practice. However, a recent survey of caregivers demonstrates that, while most of the health practitioners had positive attitudes towards evidence-based practice and seek to acquire more skills and knowledge, there are certain drawbacks, such as employing it in their daily obligations of care giving (Boswell & Cannon, 2014).  Consequently, due to the transform required to fully sustain and implement evidence-based practice on a global scale, and given much support by the culture in the organization, there is an urgent need to have an implementation plan that is very detailed prior to the adoption or implementation of the program in  the institution. In addition, a policy for an agency may be created, the main challenge is the implementation and sustainability of the program. According to Gerrish and Clayton (2004) in countries, such as, Sweden, the rapid rise and prevalence of diabetes cases has resulted to an urgent need of accurate diagnosis, as well as, examination of the patients, as well as, affected family members or persons with a care that is in tandem on the evidence-based recommendations, that are outlined in adopted guidelines that require clinicians to offer patients evidence based recommendation, which relate to the current evidence.

Part D: Conclusion

Educating health care givers is considered as a major necessity for all healthcare practitioners, in academic and professional settings. In Addition, there is an urgent need of an overhaul, in order to make prepare the care givers and equip them with new skills, to enable them to assume their responsibilities. In addition, the overhaul would require changes in the processes of training health practitioners in professional, as well as, academic setting. It is also vital to ensure that the various programs that are meant for the basic preparation and training of the health practitioners undergo certification and reforms in the curriculum, basically to focus evidence-based improvement of quality in the global health care. Moreover, it is vital to ensure that professional development activities need to become accessible and widely available to the health care practitioners or nurses to assist them to update their skills of the professionals who are already practicing. On the other hand, the leaders in healthcare settings should be encouraged to join hands in an effort to create clinical awareness and training, as well as, initiate education changes, which should be aimed at addressing core competencies that are fundamental in harnessing quality in health care provision. All in all, healthcare professional should be trained to be in a position of delivering patient-centered care facilities representing parties to the interdisciplinary group that focuses on evidence-based practice, as well as, enhancing quality improvement approaches in health care delivery. Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper.

Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper

 

References

Barker, E. R. (2014). Triplet Partnering: A Novel Approach to Introducing Evidence-Based Nursing Practice in China. In Sigma Theta Tau International’s 25th International Nursing Research Congress. STTI.

Boswell, C., & Cannon, S. (Eds.). (2014). Introduction to nursing research: Incorporating evidence-based practice. Jones & Bartlett Publishers. Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper.

Brown, C. G. (2014). The Iowa Model of Evidence-Based Practice to Promote Quality Care: An Illustrated Example in Oncology Nursing. Clinical journal of oncology nursing, 18(2), 157-159.

Gerrish, K., Clayton J. (2004). Promoting evidence-based practice: An organizational approach. J Nurs Manag. PubMed.

Chan, H. Y. (2014). The Nether sole Nursing Practice Research Unit: Reflecting on its Successes and Challenges in Promoting Evidence-Based Practice in Nursing in Hong Kong. In Sigma Theta Tau International’s 25th International Nursing Research Congress. STTI. Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper.

Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The Establishment of Evidence‐Based Practice Competencies for Practicing Registered Nurses and Advanced Practice Nurses in Real‐World Clinical Settings: Proficiencies to Improve Healthcare Quality, Reliability, Patient Outcomes, and Costs. Worldviews on Evidence‐Based Nursing, 11(1), 5-15.

Sarah, J. B. (2013). Evidence-Based Nursing The Research-Practice Connection (3rd Edition). London, Jones & Bartlett Learning.

Sample Evidence-Based Nursing and Research in Global Health Care Essay Paper

tina jones health history shadow health Information Processing

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Information Processing: 40 of 40 (100.0%)

Each relevant diagnosis is scored on a four-point scale:

  • Priority (1 point): the correct priority of the diagnosis was chosen
  • Evidence (up to 2 points): the strength of the patient cue(s) selected as evidence for the identified diagnosis
    • Required Evidence: selecting at least one cue that directly indicates the presence of a problem or risk is worth 2 points
    • Supporting Evidence: selecting at least one cue that is a contributing factor or cause of a problem or risk, without the presence of Required Evidence, is worth 1 point
  • Planning (1 point): the plan proposed to address the diagnosis includes at least one correct component

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Relevant Diagnoses

1. Acute pain of the foot
4 of 4 points

Priority 1 / 1

Student Response: High

Correct Priority:High

 Priority Pro Tip: Managing acute pain is an immediate high priority, because other health concerns cannot be effectively addressed while a patient experiences severe pain.

Evidence 2 / 2

Relevant

“I’d say a 7. It hurts a lot, and the pain pills haven’t kicked in yet.” Required Evidence

Irrelevant

(None provided)

 Evidence Pro Tip: Tina reports intense pain and rates her pain on a numerical scale. She also reports characteristics of the pain, including its duration of one week; this timespan defines her pain as acute.

Planning 1 / 1

Relevant

Intervene – Prescribe:Prescribe medications to treat pain.

Educate – Medication:Educate the patient on medications used for pain relief.

Educate – Medication:Educate the patient on non-pharmaceutical methods to reduce pain intensity.

Irrelevant

(None provided)

 Planning Pro Tip: Intervene to reduce the pain by prescribing an appropriate analgesic and educating the patient on its effective use and potential side effects. Provide the patient with options for non-pharmacological pain relief, such as RICE (rest, ice, compression, elevation).
2.
4 of 4 points
3.
4 of 4 points
4.
4 of 4 points
5.
4 of 4 points
6.
4 of 4 points

Priority 1 / 1

Student Response: Low

Correct Priority:Low

 Priority Pro Tip: Tina’s hypertension should be addressed in this visit, as reducing her blood pressure may reduce her risks relating to cardiovascular sequelae. However it is lower priority than her acute complaints as her hypertension will not be significantly improved in a single visit.

Evidence 2 / 2

Relevant

“Blood pressure: 142/82” Required Evidence

“Mom has high cholesterol and blood pressure, I think. She seems to be doing okay though.” Supporting Evidence

“She takes some blood pressure pills, and I think she has high cholesterol, but Granny’s doing great for 82.” Supporting Evidence

“It’s . . . oh, I don’t remember exactly because I never write it down. Let me try to remember . . . I feel like it’s usually around 140. And the bottom number is 80 or 90. I do know the last time in the ER it was something like 141/92. They said it was on the high side. [AUDIO COMING SOON]” Required Evidence

Irrelevant

“Well, he passed away. But he had a couple things . . . Type 2 diabetes, like me, and high cholesterol and blood pressure.”

“Grandpa Jones had colon cancer, and that caused all kinds of problems for him. Plus, he had high blood pressure, and . . . I’m pretty sure he had diabetes.”

“Poppa died of a heart attack when he was 80. . . he had some blood pressure and cholesterol issues when he was alive, too.”

“Nana was 73 when she died of a stroke about five years ago. I think she had high blood pressure and cholesterol, too.”

 Evidence Pro Tip: Hypertension is established via measurement of elevated blood pressure (systolic > 140 or diastolic > 90) on two separate occasions. Tina’s records reveal an elevated BP at the time of her ER visit, so the elevated BP at today’s visit establishes Tina’s diagnosis of hypertension. Tina’s risk factors include: race, family history of hypertension, diet, and diabetes.

Planning 1 / 1

Relevant

Assess – Cardiovascular:Assess renal arteries for bruits, with auscultation.

Educate – Disease Process:Educate the patient on associated risks of hypertension with diabetes.

Educate – Disease Process:Educate the patient on relation of genetic and lifestyle factors, including diet, with hypertension.

Irrelevant

Educate – Health Maintenance:Educate the patient on the role of lifestyle changes, including diet and exercise, in improving health outcomes.

Educate – Disease Process:Educate the patient on the risks of morbidity and mortality due to obesity and comorbidities.

 Planning Pro Tip: Tina should be educated regarding hypertension (pathophysiology, associated risks relating to morbidity and mortality, and lifestyle interventions). It is important to consider Tina’s risk for secondary hypertension. Auscultate for renal artery bruits as they may be present in renal artery stenosis. Other causes of secondary hypertension should also be considered including hyperaldosteronism, pheochromocytoma, etc.
7.
4 of 4 points
8.
4 of 4 points
9.
4 of 4 points
10.
4 of 4 points

Priority 1 / 1

Student Response: Low

Correct Priority:Low

 Priority Pro Tip: PCOS is the root cause of several of Tina’s symptoms and should be addressed. However it is lower priority than Tina’s acute problems; addressing her pain and hyperglycemia are more immediate needs to improve her status.

Evidence 2 / 2

Relevant

“Yeah, I’ve noticed some hairs on my chin that I have to pluck, and I’m…I guess you can see that I’m kind of getting a mustache, which I hate. I’m embarrassed about it. I think I need to start waxing it… I have some belly hair, too.” Required Evidence

“It’s not regular. Sometimes it’s every month, but sometimes it’s more like every two months. I don’t write it down or anything. I probably get…six periods a year.” Required Evidence

“It’s type 2.” Supporting Evidence

“BMI: 31” Supporting Evidence

Irrelevant

(None provided)

 Evidence Pro Tip: The Rotterdam criteria should be used to establish a diagnosis of PCOS. At least two of the following must be present: ovulatory dysfunction (Tina reports infrequent menstruation), androgen excess (Tina reports excess hair in a male pattern), or poly-cystic ovaries. Diabetes, obesity, and acanthosis nigricans – all reported by Tina – are common signs and symptoms of PCOS.

Planning 1 / 1

Relevant

Assess – Genitourinary:Assess for enlarged ovaries by palpation.

Assess – Integumentary:Assess severity of hair growth at areas including upper lip, chin, chest, thighs, upper arm, forearm, back, abdomen.

Educate – Disease Process:Educate the patient on the pathophysiology of polycystic ovarian syndrome.

Irrelevant

Assess – Genitourinary:Perform pelvic exam.

Assess – Integumentary:Assess for presence of axillary and pubic hair by inspection.

Intervene – Labs:Order a pelvic ultrasound.

 Planning Pro Tip: A pelvic exam should be performed in order to assess for palpable enlargement of the ovaries. An ultrasound may be needed to evaluate for cysts of the ovaries. Educate Tina regarding PCOS and its relationship to diabetes. Work with Tina to assist her in establishing GYN care. Further assessment and lab work may be performed to evaluate for a

Tina jones Health History shadow health Education & Empathy

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Education & Empathy: 10 of 11 (90.9%)

During the patient interview, there are a number of opportunities to provide patient education and empathy. The opportunities listed below are those identified by nursing experts to be of particular importance to this patient. A Model Statement is provided as an example of an appropriate response to each opportunity. Tina jones Health History shadow health Education & Empathy.

  • Opportunities marked as Not Encountered are opportunities that were not elicited in the interview
  • Opportunities marked as Not Followed Up are missed opportunities that were present in the interview, but where no statements were made
  • Opportunities marked as Followed Up were followed up by students, and include the dialogue between student and patient

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1 Expression of pain
Followed Up

Description: Tina expresses frustration about her level of pain.
This is your avatar.

Why are you here today?

Question
12:13 PM EDT
Tina Jones

I got this scrape on my foot a while ago, and I thought it would heal up on its own, but now it’s looking pretty nasty. And the pain is killing me!
This is your avatar.

Am sorry to hear that?

Empathize
12:13 PM EDT
Tina Jones

I appreciate you saying that.
This is your avatar.

Do you have problems moving around after the accident? (Clarified to: Are you having trouble getting around?)

Question
12:36 PM EDT
Tina Jones

Yes! I mean, I literally can’t put weight on my foot, the pain is so sharp. (Clarified to: if I have mobility problems)
This is your avatar.

Am sorry to hear that

Empathize
12:37 PM EDT
Tina Jones

Thanks.

Model Statement: “I’m sorry to hear that your pain is returning. We want you to be in as little pain as possible. Together we can figure out the best way to reduce your pain quickly.”
2 Impact of injury on daily life
Followed Up
3 Gaps in health literacy around diabetic diet
Followed Up

Description: Tina describes controlling her diabetes by avoiding “sweets.”
This is your avatar.

How did you manage diabetes now?

Question
01:13 PM EDT
Tina Jones

I just watch what I eat and try to stay away from sweets.
This is your avatar.

Great, that’s a good way to control diabetes?

Educate
01:13 PM EDT
Tina Jones

Alright, thanks for letting me know.

Model Statement: “Staying away from sugar is a great start. I can give you some more information on what a balanced diet looks like for someone with diabetes. For example, many starchy foods break down into glucose in the body, like pasta, and so you can eat those in moderation, too. Most people with diabetes feel better when they limit all starches, eat protein, and take regular medication.”
4 Lack of treatment with diabetes medication
Followed Up
5 Lack of blood glucose monitoring
Followed Up
6 Gaps in health literacy around asthma control
Not Followed Up

Description: Tina describes increased inhaler use and decreased effectiveness, indicating that her asthma is uncontrolled.
This is your avatar.

how many times do you use the inhaler?

Question
12:49 PM EDT
Tina Jones

I don’t use it every day. Maybe two or three times a week. Although I guess lately, once I have to use it once, sometimes I need it again that day.
This is your avatar.

have you been been hospitalized for asthma?

Question
12:50 PM EDT
Tina Jones

I went a bunch of times when I was little, for asthma attacks.
This is your avatar.

What else have you used for the asthma?

Question
12:51 PM EDT

Model Statement: “It sounds like your asthma is giving you some problems, and you’re not getting full relief from your inhaler. I would like to talk with you about changing your medication and your regimen, to reduce your frequent breathing problems, so that you feel better day-to-day. Most patients find that using a daily inhaler is an easy way to reduce your asthma symptoms even more.”
7 Loss of a family member
Followed Up
8 Counseling around past drug use
Followed Up
9 Gap in sexual health literacy
Followed Up

Description: Tina reveals that she doesn’t fully understand the importance of testing for STIs.
This is your avatar.

did you use condoms?

Question
02:16 PM EDT
Tina Jones

I was on the pill so we didn’t need them.
This is your avatar.

Condom use is important to prevent STDS

Educate
02:17 PM EDT
Tina Jones

OK, I understand.
This is your avatar.

Have you been tested for STDs with your boyfriend? (Clarified to: Has your friend been checked for sexually transmitted infections?)

Question
02:55 PM EDT
Tina Jones

When we were together, he told me he didn’t have any STDs, and I believed him. I don’t know if he was ever tested. (Clarified to: if my sexual partner has been tested for STIs)
This is your avatar.

It is good to be tested for STDs to be sure

Educate
02:56 PM EDT
Tina Jones

Sure, I think I understand what you mean.

Model Statement: “There are many sexually transmitted infections that don’t necessarily present symptoms, for either men or women, and can persist for years if left untreated. The only way to be certain you and your partners are free of STIs is for both of you to get tested. This can be done as a part of a typical gynecological exam. Because your past partner was not tested, I would recommend that you get tested during your next annual pap smear.”
10 Risk for hypertension
Followed Up
11 Describes problematic menstrual cycle and symptoms
Followed Up

Description: Tina describes her periods as painful, long, and heavy.
This is your avatar.

How are your periods?

Question
02:23 PM EDT
Tina Jones

My periods are always the same–they’re bad. Cramps. Lots of bleeding for more than a week.
This is your avatar.

Seems your periods are heavier than normal, maybe we should discuss a way to make them less heavy, such as hormonal pills

Educate
02:25 PM EDT
Tina Jones

Thanks for telling me.
This is your avatar.

What do you take for cramps?

Question
02:25 PM EDT
Tina Jones

I take Advil. I try a heating pad sometimes and that only helps a little.
This is your avatar.

Sorry for the discomforts

Empathize
02:27 PM EDT
Tina Jones

Thanks for understanding.

Model Statement: “Those periods sound painful and difficult to deal with. I’m sorry you have so many challenging symptoms. If you are interested, we can talk about hormonal birth control options that can make your periods less painful, or even lighter.” Tina jones Health History shadow health Education & Empathy.

Benchmark – Capstone Change Project Objectives

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Benchmark- Capstone Change Project Objectives

  1. The implementation of the project will help to increase awareness of urinary catheter use as evidenced by nurses being able to report proper indications for urinary catheter placement.

Nurses will be provided education and understand proper criteria for urinary catheter placement. Proper aseptic technique will also be reviewed in addition to standardization of catheter supplies.

  1. The implementation of this project will assist inpatient nursing staff in close tracking and monitoring for early indication of urinary catheter removal as evidenced by decreased urinary catheter placement days.

Inpatient nursing staff will be educated on tracking and monitoring of indications for continued use of urinary catheters. Inpatient nursing staff will discontinue urinary catheters once specific criteria is met by the patient utilizing the protocol.

  1. The implementation of this project will provide nursing staff with specific criteria for discontinuation and shorten urinary catheter days as evidenced by decreased rates of catheter associated urinary tract infections hospital-wide.

All urinary catheters will be monitored for appropriate indication for use as well as proper timing for removal. Rates of CAUTI will be monitored hospital-wide by the infection prevention nurse.

 

With the implementation of this project, patients will have decreased lengths of urinary catheter placement therefore have reduced risk of catheter associated urinary tract infections. This will directly affect all patients, regardless of their cultural background as every patient is at risk for CAUTI. It is essential to ensure risk of urinary catheter placement is discussed, along with including the patient in the decision to place a catheter to ensure patient autonomy. If a patient develops CAUTI, their hospital length of stay may be increased which will directly affect their ability to achieve wellness and recovery Benchmark – Capstone Change Project Objectives. With patients from diverse populations, their access to care and insurance coverage may be limited. It is essential to prevent extended length of stay for patients regardless of their ability to pay as hospital acquired infections affect all patients. Evidence-based, patient centered care should always be practiced to ensure safe outcomes are achieved.

 

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Review your problem or issue and the cultural assessment. Consider how the findings connect to your topic and intervention for your capstone change project. Write a list of three to five objectives for your proposed intervention. Below each objective, provide a one or two sentence rationale.

After writing your objectives, provide a rationale for how your proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations.

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.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.5:  Advocate for autonomy and social justice for individuals and diverse populations.

 

Benchmark – Capstone Change Project Objectives

No of Criteria: 8 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
1: Unsatisfactory
0.00 %
2: Less Than Satisfactory
75.00 %
3: Satisfactory
79.00 %
4: Good
89.00 %
5: Excellent
100.00 %
Content
80.0
Objectives
25.0
A list of objectives for the proposed intervention is omitted. Fewer than three objectives are presented.
NA
NA
NA
Three to five objectives are presented.
Rationale for How Findings Relate to the Topic and Proposed Intervention
30.0
Rationale for each objective is omitted.
Rationale is incomplete. There are omissions. Rationale provided does not explain the relationship of findings to the topic and proposed intervention.
General rationale is provided for each objective and generally summarizes the relationship of most findings to the topic and proposed intervention. There are some inaccuracies or minor omissions.
Rationale is provided for each objective and explains the relationship of findings to the topic and proposed intervention. Some detail is needed for clarity.
Rationale is clearly provided for each objective and thoroughly explains the relationship of the findings to the topic and proposed intervention.
Rationale for How Proposed Project and Objectives Advocate for Autonomy and Social Justice for Individuals and Diverse Populations (C1.5) Benchmark – Capstone Change Project Objectives.
25.0
Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is omitted.
Incomplete rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is not established.
Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is summarized. Some advocacy is established.
Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is generally established.
Well-supported rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy for autonomy and social justice for individuals and diverse populations is clearly established.
Organization and Effectiveness
15.0

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Thesis Development and Purpose
5.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
5.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Format
5.0
Paper Format (use of appropriate style for the major and assignment)
2.0
Template is not used appropriately or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
3.0
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage  100

Objective:

 

The implementation of a new graduate preceptorship will increase compliance with an organizations policies and procedures as evidenced by nurses being able to state understanding and provide descriptions to those procedures.

 

Rationale:

The project is based upon the compliance and understanding of how implementing the policy and procedures will illicit the care desired, prudent care, but also compliancy.

 

Rationale:

The nurses will be able to prove competency and demonstrate required tasks and standards of care outlined and regulated by JCACHO standards. (Joint Commission for Accreditation of Healthcare Organizations).

Objective:

The implementation of a new graduate preceptorship will increase job retention within the organization over a 3-year period.

 

Rationale:

The project focuses on assuring nurses are prepared and supported during their new graduate orientation by providing mentorship and a 12-week orientation with supplemental education opportunities.

 

Rationale:

The nurse will feel educated, supported, and competent as a part of the plan for check ins as well as performance reviews. This will be evidenced by he/she remaining in their current role or within the organization at the 3-year mark Benchmark – Capstone Change Project Objectives.

 

Objective:

The evaluation tool used to measure the effectiveness of the orientation and training program for mentors and mentees will be evaluated annually regarding efficacy and relevance to the program.

 

Rationale:

The purpose of the tool is to measure the outcome response and objectively find out if the program works for nurses. What improvements need to be made, adaptations or withdrawals.

 

Rationale:

Program feedback and implementation will be utilized to maintain a functioning program adaptable to all treatment areas.

 

Rationale:

Review of evidenced based practice, changes to policy, JCACHO standards will also be implemented into the program for continued development Benchmark – Capstone Change Project Objectives.