NRS-429VN – VARK Analysis Paper

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VARK Analysis

Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015).  A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.

Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.

After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information NRS-429VN – VARK Analysis Paper. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.

The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.

As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.

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In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.

I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.

After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies NRS-429VN – VARK Analysis Paper.

According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014).  It also makes learning easy and enjoyable.

In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58.

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), 183.

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3).

 

VARK Analysis Paper

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website (­ http://vark-learn.com/the-vark-questionnaire/ ), and then complete the following:

  1. Click “OK” to receive your questionnaire scores.
  2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
  3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
  4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (900-words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

  1. Provide a summary of your learning style according the VARK questionnaire.
  2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
  4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to at least 4 peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to APA guidelines.

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 required to submit this assignment to LopesWrite, so no plagiarism. NRS-429VN – VARK Analysis Paper.

 

 

Course Code Class Code
NRS-429VN NRS-429VN-O505 VARK Analysis Paper 100.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 80.0%
Personal Learning Styles According to VARK Questionnaire 20.0% Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire. Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.
Preferred Learning Strategies 20.0% Personal learning strategy content is missing. Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented. Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator) 20.0% Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.
Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion) 20.0% Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed. Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.
Organization and Effectiveness 15.0%
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.
Mechanics 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 Weightage 100%

 

VARK Analysis

Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015).  A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.

Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.

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After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.

The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.

As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance NRS-429VN – VARK Analysis Paper. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.

In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.

I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.

After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies.

According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014).  It also makes learning easy and enjoyable.

In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.

 

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58.

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), 183.

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3) NRS-429VN – VARK Analysis Paper.

NURS 6512 Week 1: Building a Comprehensive Health History

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Week 1: Building a Comprehensive Health History

According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information.

The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health.

This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history. NURS 6512 Week 1: Building a Comprehensive Health History

Learning Objectives

Students will:

  • Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health
  • Analyze health-related risk
  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information

Learning Resources

Required Readings (click to expand/reduce)
Required Media (click to expand/reduce)

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

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Photo Credit: Getty Images/Caiaimage

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

  • By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
  • How would your communication and interview techniques for building a health history differ with each patient?
  • How might you target your questions for building a health history based on the patient’s social determinants of health?
  • What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
  • Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. NURS 6512 Week 1: Building a Comprehensive Health History
  • Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
  • Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
By Day 3 of Week 1

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

  • Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
  • Suggest additional health-related risks that might be considered.
  • Validate an idea with your own experience and additional research.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

What’s Coming Up in Module 2?

Photo Credit: Getty Images/iStockphoto

In Module 2, you explore the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also examine various assessment tools and diagnostic tests used to gather information about patients’ conditions and examine their validity, reliability, and impact in conducting health assessments.

Next week, you will specifically examine functional assessments as they relate to diversity and sensitivity

Registration for Shadow Health

Throughout this course, you will participate in digital clinical experiences using the online simulation tool Shadow Health. The Shadow Health digital clinical experience provides a dynamic, immersive experience designed to improve nursing skills and clinical reasoning through the examination of digital standardized patients. Using Shadow Health you will participate in health histories, focused exams, and a comprehensive assessment.

There will be four Shadow Health assessment components that you will need to complete in Module’s 2 and 3:

  • Health History Assessment (Week 3 & 4)
  • Focused Exam: Cough (Week 5) for a pediatric patient presenting with cough
  • Focused Exam: Chest Pain (Week 7) for an adult patient presenting with chest pain
  • Comprehensive (Head-to-Toe) Physical Assessment (Week 9)

Before you can participate in these simulations, you will need to register for a Shadow Health account. To do this:

  • Go to the Walden Bookstore and purchase access to Shadow Health and the required texts.
  • Once Shadow Health has been purchased, an access code will be emailed to you from the bookstore.
  • Review this video explaining how to register in Shadow Health: https://vimeo.com/275921826/c12d50ee6e
  • Use the Shadow Health link located in the navigation menu on the left in the Blackboard course.
  • Follow the prompts to register in Shadow Health. You will need the access code provided from the bookstore to register. Once registered, Shadow Health should always be accessed via the link in Blackboard. NURS 6512 Week 1: Building a Comprehensive Health History
  • Use only Google Chrome when accessing Shadow Health and make sure all other programs are turned off on your computer. Other browsers do not work well and will not allow the Shadow Health speech to text function to work.
  •  Once registered, complete the Shadow Health Orientation in the Shadow Health website/program and review the videos designed to assist with navigating and completing assignments.
  • Read the Shadow Health Nursing Documentation Tutorial located in the Week 1 Learning Resources.

Note: As nurses you typically use the word assessment to mean completing the physical exam. However, in the SOAP Note format, assessment means diagnosis so start getting in the habit of calling the physical exam exactly that.

Week 2 Case Studies

In Week 2, your Instructor will assign you a case study related to your Discussion by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and your Learning Resources so that you can complete your Discussions and Assignments on time.

Photo Credit: Getty Images/iStockphoto

Next Module

To go to the next module:

Module 2

Nursing Ethics Assignment

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Nursing Ethics Assignment

This individual assignment helps you reflect on your Learning Team activity. Use the same topic and position to complete this assignment. Topic: Healthcare as a right or privelage

Summarize the decision-making model you employed and the process used to arrive at your position.

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Review the following resources if you need additional information about ethical decision-making models:

  • Park article from the Week 3 Electronic Reserve Readings
  • Nursing Ethics in Everyday Practice: A Step-By-Step Guide, Ch. 2: Ethical Decision-Making

Summarize and explain each person’s position and evidence.

Explain how seeing the positions and evidence of others changed or reinforced your position.

Format your assignment as one of the following;

  • 875-word paper with level one headings for key points

Cite at least 3 peer-reviewed sources published within the last five years that support your positions.

Nursing Ethics Assignment

VARK Analysis Paper – GCU NRS 429 Family-Centered Health Promotion

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VARK Analysis Paper – GCU NRS 429 Family-Centered Health Promotion

Complete “The VARK Questionnaire: How Do I Learn Best?”

http://vark-learn.com/the-vark-questionnaire/

Click “OK” to receive your questionnaire scores.

Once you have determined your preferred learning style, review the corresponding link to view your learning preference.

Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).

Compare your preferred learning strategies to the identified strategies for your preferred learning style.

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Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:

Provide a summary of your learning style.

List your preferred learning strategies.

Compare your preferred learning strategies to the identified strategies for your preferred learning style.

Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).

Cite a minimum of three references in the paper.

Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we, our”) in your essay.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This VARK Analysis Paper – GCU NRS 429 Family-Centered Health Promotion assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

VARK Analysis Paper – GCU NRS 429 Family-Centered Health Promotion

NURS 6512 Discussion: Building a Health History

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Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

Photo Credit: Getty Images/Caiaimage

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment. NURS 6512 Discussion: Building a Health History
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
By Day 3 of Week 1

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Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
Suggest additional health-related risks that might be considered.
Validate an idea with your own experience and additional research.

 

NURS_6512_Week_1_Discussion_Rubric

Grid View
List View

Excellent Good Fair Poor
Main Posting

45 (45%) – 50 (50%)
“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style NURS 6512 Discussion: Building a Health History.

40 (40%) – 44 (44%)
“Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)
“Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.

0 (0%) – 34 (34%)
“Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 (10%) – 10 (10%)
Posts main post by Day 3.

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
Does not post main post by Day 3.

First Response

17 (17%) – 18 (18%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Second Response

16 (16%) – 17 (17%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Participation

5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days. NURS 6512 Discussion: Building a Health History.

Cystic Fibrosis Essay Assignment- pathophysiology and etiology

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Cystic Fibrosis Essay Assignment- pathophysiology and etiology

Maladaptive Responses to Immune Disorders

Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause. Walden NURS6501 all weeks essay discussion assignments.

Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?

To prepare:

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· Review Chapter 5 and Chapter 7 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.

· Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).

· Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then compare the resulting maladaptive and physiological responses of the two disorders.

· Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.

By Day 3

Post a brief description of the pathophysiology of your selected immune disorders. Explain how the maladaptive and physiological responses of the two disorders differ. Finally, explain how the factor you selected might impact the pathophysiology of each disorder. Walden NURS6501 all weeks essay discussion assignments

Read a selection of your colleagues’ responses.

By Day 5

Respond to at least two of your colleagues on two different days who selected different immune disorders and/or factors than you, in the following ways:

· Share insights on how the factor you selected impacts the pathophysiology of the immune disorder your colleague selected.

· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

Discussion 2 – Week 2

Arthritis

While arthritis impacts nearly 50 million adults in the United States, it is not a disease that is limited to adulthood. Consider the case of Ashley Russell. At the age of 14 months, Ashley was diagnosed with juvenile rheumatoid arthritis. As a baby, her parents noticed that her knee was always swollen and that she often wanted to be carried instead of walking on her own (Cyr, 2012). After seeking medical care, Ashley’s underlying disorder was discovered. Arthritis in children is not uncommon. According to the CDC (2011), an estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition. Due to the prevalence of the disorder in both children and adults, you must understand the pathophysiology and symptoms of arthritis in order to properly diagnose and prescribe treatment. Walden NURS6501 all weeks essay discussion assignments

To prepare:

· Review Chapter 37 in the Huether and McCance text and Chapter 24 in the McPhee and Hammer text. Identify the pathophysiology of osteoarthritis and rheumatoid arthritis. Consider the similarities and differences of the disorders.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of and treatment for the disorders.

By Day 4

Post a description of the pathophysiology of osteoarthritis and rheumatoid arthritis, including the similarities and differences between the disorders. Then explain how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of treatment for the disorders.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in one or more of the following ways:

· Offer alternative diagnoses and prescription of treatment options for osteoarthritis and rheumatoid arthritis.

· Share an insight from having read your colleague’s posting, synthesizing the information to provide new perspectives.

References:

Centers for Disease Control and Prevention. (2011). Arthritis-related statistics. Retrieved from http://www.cdc.gov/arthritis/data_statistics/arthritis_related_stats.htm

Cyr, J. (2012). 7-year-old from Aroostook County chosen as youth ambassador for Bangor Arthritis Walk. Bangor Daily News. Retrieved from http://bangordailynews.com/2012/05/10/health/7-year-old-from-aroostook-county-chosen-as-youth-ambassador-for-bangor-arthritis-walk/

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Discussion – Week 3

Pain

The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred. Walden NURS6501 all weeks essay discussion assignments

To prepare:

· Review this week’s media presentation on the neurological system, as well as Chapter 13 in the Huether and McCance text.

· Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

By Day 3

Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in the following ways:

· Share insights on how your colleague’s factors impact the pathophysiology of pain.

· Suggest alternative diagnoses and treatment options for acute, chronic, and referred pain.

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Discussion – Week 4

Cardiovascular Disorders

Veins and arteries are vital elements of the cardiovascular system. They carry the blood supply through the body and are essential for proper function. Sometimes veins and arteries malfunction, resulting in cardiovascular disorders. Malfunctions of arteries and veins are similar to malfunctions of a water hose. Consider the structure and function of a hose. A tap releases water, which then travels through the hose and comes out the other end. If the hose has been dormant for several months, dirt and rusty particles might build up inside, resulting in a restricted flow of water. Similarly, buildup of plaque inside the coronary arteries restricts blood flow and leads to disorders such as coronary heart disease. This disease is one of the most common cardiovascular disorders, and according to the National Heart, Lung and Blood Institute (2011), is the leading cause of death for men and women in the United States. In this Discussion, you examine the pathophysiology of cardiovascular disorders such as coronary heart disease.

To prepare:

· Review this week’s media presentation on alterations of cardiovascular functions, as well as Chapter 23 in the Huether and McCance text. Identify the pathophysiology of cardiovascular disorders.

· Select one patient factor: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of cardiovascular disorders.

· Select one of the following alterations of cardiovascular disorders: peripheral arterial disease, myocardial infarction, coronary artery disease, congestive heart failure, or dysrhythmia. Think about how hypertension or dyslipidemia can lead to the alteration you selected.

By Day 3

Post a description of the pathophysiology of cardiovascular disorders, including how the factor you selected might impact the pathophysiology. Then, explain how hypertension or dyslipidemia can lead to the alteration you selected for patients with the factor you identified.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different alterations and factors than you, in one or more of the following ways:

· Share insights on how the factor you selected impacts the cardiovascular alteration your colleague selected.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

Reference:

National Heart Lung and Blood Institute. (2011). What is coronary heart disease? Retrieved from http://www.nhlbi.nih.gov/health/health-topics/topics/cad/

Discussion 1 – Week 5

Discussion 1: Cardiovascular Disorders

At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.

Consider the following scenario:

A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies. Walden NURS6501 all weeks essay discussion assignments

To prepare:

· Review the scenario provided, as well as Chapter 24 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.

· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.

By Day 3

Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.

Read a selection of your colleagues’ responses.

By Day 5

Respond to at least two of your colleagues who selected a different factor than you, in one of the following ways:

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

· Share insights based on your own experience and additional research.

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Discussion 2 – Week 5

Discussion 2: Anaphylactic Shock

The treatment of anaphylactic shock varies depending on a patient’s physiological response to the alteration. Immediate medical intervention and emergency room visits are vital for some patients, while others can be treated through basic outpatient care.

Consider the January 2012 report of a 6-year-old girl who went to her school nurse complaining of hives and shortness of breath. Since the school did not have any medication under her name to use for treatment and was not equipped to handle her condition, she was sent to an emergency room where she was pronounced dead. This situation has raised numerous questions about the progression of allergic reactions, how to treat students with severe allergies, how to treat students who develop allergic reactions for the first time, and the availability of epinephrine in schools. If you were the nurse at the girl’s school, how would you have handled the situation? How do you know when it is appropriate to treat patients yourself and when to refer them to emergency care?

To prepare:

· Review “Anaphylactic Shock” in Chapter 23 of the Huether and McCance text, “Distributive Shock” in Chapter 10 of the McPhee and Hammer text, and the Jacobsen and Gratton article in the Learning Resources.

· Identify the multisystem physiologic progression that occurs in anaphylactic shock. Think about how these multisystem events can occur in a very short period of time.

· Consider when you should refer patients to emergency care versus treating as an outpatient.

· Select two patient factors different from the one you selected in this week’s first Discussion: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the process of anaphylactic shock.

By Day 4

Post an explanation of the physiological progression that occurs in anaphylactic shock. Then, describe the circumstances under which you would refer patients for emergency care versus treating as an outpatient. Finally, explain how the patient factors you selected might impact the process of anaphylactic shock.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues who selected at least one different factor than you in one of the following ways:

· Share insights on how the factor your colleague selected impacts the pathophysiology of anaphylactic shock.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

Reference:

Moisse, K. (2012). Death of allergic student raises questions about school’s responsibility. Retrieved from http://abcnews.go.com/Health/AllergiesFood/year-virginia-girl-dies-allergic-reaction-school/story?id=15295949#.T7qD0sWPRBk

Discussion – Week 6

Respiratory Alterations

In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.

Consider the following three scenarios:

Scenario 1:

Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.

Scenario 2:

Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.

Scenario 3:

Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.

To prepare:

· Review the three scenarios, as well as Chapter 26 and Chapter 27 in the Huether and McCance text.

· Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.

· Identify the pathophysiology of the alteration that you associated with the cough.

· Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.

By Day 3

Post a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder. Walden NURS6501 all weeks essay discussion assignments

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected a different scenario than you, in one or more of the following ways:

· Share insights on how the factor you selected impacts the disorder your colleague identified.

· Ask a probing question regarding the disorder that your colleague identified.

· Suggest an alternative disorder for the scenario your colleague selected.

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Discussion – Week 7

Anemia

In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?

To prepare:

· Review Chapter 20 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.

· Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.

· Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.

By Day 3

Post an explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected. Compare these two types of anemia, as well as their potential causes. Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different types of anemia than you, in the following ways:

· Share insights on how the anemia you selected is similar to or different from the one your colleague selected.

· Discuss how genetic, gender, ethnic, age, and behavioral factors impact the diagnosis and prescription of treatment for anemic patients.

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Discussion – Week 8

Digestive Disorders

Many patient symptoms can be tied to multiple disorders, which may lead to misdiagnoses. For instance, consider two digestive disorders of the gastrointestinal tract—inflammatory bowel disease and irritable bowel syndrome. These two disorders are commonly confused because they present similar symptoms. As an advanced practice nurse, you must know the differences to properly diagnose and treat the disorders. How does the pathophysiology of inflammatory bowel disease compare to the pathophysiology of irritable bowel syndrome? How do treatments for the two disorders compare?

To prepare:

· Review Chapter 34 in the Huether and McCance text and Chapter 13 in the McPhee and Hammer text.

· Identify the pathophysiological mechanisms of inflammatory bowel disease and irritable bowel syndrome. Think about similarities and differences between the disorders.

· Consider common treatments for inflammatory bowel disease and irritable bowel syndrome. Reflect on whether treatments for one disorder would work for the other disorder.

· Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor you selected might impact the pathophysiology of and treatments for each disorder.

By Day 3

Post an explanation of the pathophysiological mechanisms of inflammatory bowel disorder and irritable bowel syndrome, including similarities and differences. Then describe common treatments, addressing whether treatments for one disorder would work for the other disorder. Finally, explain how the patient factor you selected might impact the pathophysiology of and treatments for each disorder.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different treatments and factors than you, in the following ways:

· Offer alternative common treatments for the disorders.

· Share insight on how the factor you selected impacts the treatment of alterations of digestive function.

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Discussion – Week 9

Diabetes

According to the American Diabetes Association (2011), 25.8 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be in a pre-diabetes state. These millions of people are at risk of several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for nurses to understand the pathophysiology and associated alterations of this disorder. In this Discussion, you compare two types of diabetes—diabetes mellitus and diabetes insipidus.

To prepare for this Discussion: v

· Review Chapter 18 in the Huether and McCance text and Chapter 18 in the McPhee and Hammer text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation. Walden NURS6501 all weeks essay discussion assignments

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

By Day 3

Post an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. Describe the differences and similarities between resulting alterations of hormonal regulation. Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in one or more of the following ways:

· Share insights on how the factor you selected impacts the pathophysiology of diabetes mellitus and diabetes insipidus.

· Offer alternative diagnoses and prescription of treatment options for diabetes mellitus and diabetes insipidus.

· Validate an idea with your own experience and additional research.

Reference:

American Diabetes Association. (2011). Diabetes statistics. Retrieved from http://www.diabetes.org/diabetes-basics/diabetes-statistics/

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Discussion – Week 10

Urinary Tract Infections

Urinary tract infections (UTIs) are caused by bacteria—most often Escherichia coli. However, certain viruses, fungi, and parasites can also lead to infection. The infection can affect the lower and upper urinary tract, including the urethra, prostate (in males), bladder, ureter, and kidney. Due to the progression of the disease and human anatomy, symptoms present differently among the sexes as well as among age groups. It is important to understand how these factors, as well as others, impact the pathophysiology of UTIs. Advanced practice nurses must have this foundation in order to properly diagnose patients.

To prepare:

· Review Chapter 29 in the Huether and McCance text. Identify the pathophysiology of lower and upper urinary tract infections. Consider the similarities and differences between the two types of infections.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.

By Day 3

Post a description of the pathophysiology of lower and upper urinary tract infections, including their similarities and differences. Then explain how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected at least one different factor than you, in one or more of the following ways:

· Offer alternative diagnoses and prescription of treatment options for urinary tract infections.

· Share an insight from having read your colleague’s posting, synthesizing the information to provide new perspectives.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. Walden NURS6501 all weeks essay discussion assignments

Discussion – Week 11

Disorders of the Reproductive Systems

While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, guilt, or profound disappointment, patients are often hesitant to seek treatment. Advanced practice nurses need to educate patients on disorders and help relieve associated stigmas. During patient evaluations, patients must feel comfortable answering questions so that you, as a key health care provider, will be able to diagnose and recommend treatment options. As you begin this Discussion, consider reproductive disorders that you would commonly see in the clinical setting.

To prepare for this Discussion:

· Review Chapter 22 and Chapter 23 in the McPhee and Hammer text, as well as Chapter 32 in the Huether and McCance text.

· Select two disorders of the male and/or female reproductive systems that interest you. Consider the similarities and differences between the disorders.

· Select one of the following factors: genetics, ethnicity, age, or behavior. Think about how the factor you selected might impact the diagnosis of and treatment for the reproductive disorders.

By Day 3

Post a description of the two reproductive disorders you selected, including their similarities and differences. Then explain how the factor you selected might impact the diagnosis of treatment for the reproductive disorders.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different disorders or factors than you, in one or more of the following ways: Walden NURS6501 all weeks essay discussion assignments

· Share insights on how the factor you selected impacts the pathophysiology of the disorder your colleague selected.

· Offer alternative diagnoses and prescription of treatment options for the disorder your colleague selected.

· Validate an idea with your own experience and additional research.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. Walden NURS6501 all weeks essay discussion assignments

NURS 6512 Module 1: Comprehensive Health History

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NURS 6512 Module 1: Comprehensive Health History

What’s Happening in This Module?

This course is composed of four (4) separate modules. Each module consists of an overarching topic in which each week within the module includes specific subtopics for learning. As you work through each module, you will have an opportunity to draw upon the knowledge you gain in various Digital Clinical Experiences (DCE) and lab assignment components that will be due throughout each of the modules.

Module 1: Comprehensive Health History is a 1-week module, Week 1 of the course, in which you will examine how social determinants of health such as age, gender, ethnicity, and environmental situations impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history NURS 6512 Module 1: Comprehensive Health History.

What do I have to do? When do I have to do it?
Review your Learning Resources Days 1–7, Week 1
Discussion: Building a Comprehensive Health History Post by Day 3 of Week 1, and respond to your colleagues by Day 6 of Week 1.
What’s Coming Up in Module 2: Looking Ahead Review the “Looking Ahead” section for this week. You are encouraged to further review the requirements for the Shadow Health registration process for your digital clinical experiences.

Go to the Week’s Content

Week 1: Building a Comprehensive Health History

According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information.

The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health.

This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history.

Learning Objectives

Students will:

  • Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health
  • Analyze health-related risk
  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information

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Learning Resources

Required Readings (click to expand/reduce)
Required Media (click to expand/reduce)

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor. NURS 6512 Module 1: Comprehensive Health History.

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

  • By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
  • How would your communication and interview techniques for building a health history differ with each patient?
  • How might you target your questions for building a health history based on the patient’s social determinants of health?
  • What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
  • Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
  • Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
  • Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
By Day 3 of Week 1

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

  • Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
  • Suggest additional health-related risks that might be considered.
  • Validate an idea with your own experience and additional research. NURS 6512 Module 1: Comprehensive Health History

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

What’s Coming Up in Module 2?

In Module 2, you explore the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also examine various assessment tools and diagnostic tests used to gather information about patients’ conditions and examine their validity, reliability, and impact in conducting health assessments.

Next week, you will specifically examine functional assessments as they relate to diversity and sensitivity

Registration for Shadow Health

Throughout this course, you will participate in digital clinical experiences using the online simulation tool Shadow Health. The Shadow Health digital clinical experience provides a dynamic, immersive experience designed to improve nursing skills and clinical reasoning through the examination of digital standardized patients. Using Shadow Health you will participate in health histories, focused exams, and a comprehensive assessment.

There will be four Shadow Health assessment components that you will need to complete in Module’s 2 and 3:

  • Health History Assessment (Week 3 & 4)
  • Focused Exam: Cough (Week 5) for a pediatric patient presenting with cough
  • Focused Exam: Chest Pain (Week 7) for an adult patient presenting with chest pain
  • Comprehensive (Head-to-Toe) Physical Assessment (Week 9)

Before you can participate in these simulations, you will need to register for a Shadow Health account. To do this:

  • Go to the Walden Bookstore and purchase access to Shadow Health and the required texts.
  • Once Shadow Health has been purchased, an access code will be emailed to you from the bookstore.
  • Review this video explaining how to register in Shadow Health: https://vimeo.com/275921826/c12d50ee6e
  • Use the Shadow Health link located in the navigation menu on the left in the Blackboard course. NURS 6512 Module 1: Comprehensive Health History.
  • Follow the prompts to register in Shadow Health. You will need the access code provided from the bookstore to register. Once registered, Shadow Health should always be accessed via the link in Blackboard.
  • Use only Google Chrome when accessing Shadow Health and make sure all other programs are turned off on your computer. Other browsers do not work well and will not allow the Shadow Health speech to text function to work.
  •  Once registered, complete the Shadow Health Orientation in the Shadow Health website/program and review the videos designed to assist with navigating and completing assignments.
  • Read the Shadow Health Nursing Documentation Tutorial located in the Week 1 Learning Resources.

Note: As nurses you typically use the word assessment to mean completing the physical exam. However, in the SOAP Note format, assessment means diagnosis so start getting in the habit of calling the physical exam exactly that.

Week 2 Case Studies

In Week 2, your Instructor will assign you a case study related to your Discussion by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and your Learning Resources so that you can complete your Discussions and Assignments on time.

Next Module

To go to the next module:

Module 2

Module 2: Functional Assessments and Assessment Tools

What’s Happening in This Module?

Module 2: Functional Assessments and Assessment Tools is a 2-week module, Weeks 2 and 3. In this module, you consider the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions and examine the validity and reliability of these tests and tools. Finally, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition.

What do I have to do? When do I have to do it?
Review your Learning Resources. Days 1–7, Weeks 2 and 3
Discussion: Diversity and Health Assessments Post by Day 3 of Week 2, and respond to your colleagues by Day 6 of Week 2.
Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children Submit your Case Study Assignment by Day 6 of Week 3.
DCE: Health History Assessment You are encouraged to work on your DCE every week. However, this Assessment is not due until Day 7 of Week 4.

Go to the Module’s Content

Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment

Diversity is not about how we differ. Diversity is about embracing one another’s uniqueness.

—Ola Joseph

Countless assessments can be conducted on patients, but they may not be useful. In order to ensure that health assessments result in the necessary care, health assessments should take into account the impact of factors such as cultures and developmental circumstances. NURS 6512 Module 1: Comprehensive Health History.

Learning Objectives

Students will:

  • Analyze diversity considerations in health assessments
  • Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment

Learning Resources

Required Readings (click to expand/reduce)
Required Media (click to expand/reduce)

Discussion: Diversity and Health Assessments

May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

Photo Credit: Getty Images

Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.

To prepare:

  • Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
  • By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment. NURS 6512 Module 1: Comprehensive Health History.
  • Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
  • Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
  • Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?

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By Day 3 of Week 2

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 of Week 2 and Respond by Day 6 of Week 2

To Participate in this Discussion:

Week 2 Discussion

What’s Coming Up in Week 3?

Photo Credit: Getty Images/iStockphoto

Next week, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition. You will also begin your first DCE: Health History Assessment which will be due in Week 4. Plan your time accordingly.

Overview of Digital Clinical Experiences (DCE) and Lab Components

Throughout this course, you are required to not only complete your standard course assignments and discussions, but you will also complete DCE and Lab Components that are either structured as optional or required assignment submissions. Please take the time to review your DCEand Lab Components for this course that are required submissions. See the table below and the attached table for specific DCE and Lab Components for the course.

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve a total score of 80% or better, but you must take all attempts by the Day 7 deadline. You must pass BOTH the Health History and Comprehensive (head-to-toe) Physical Exam of at least a total score of 80% in order to pass the course.

Week Digital Clinical Experiences Lab Components
Module 1:  Comprehensive Health History
Week 1: Building a Comprehensive Health History
Module 2: Functional Assessments and Assessment Tools
Week 2: Functional Assessments and Cultural and Diversity Awareness in Health Assessment
Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children DCE: Health History Assessment (assigned in Week 3, due in Week 4) Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children
Module 3: Approach to System Focused Advanced Health Assessments
Week 4: Assessment of the Skin, Hair, and Nails DCE: Health History Assessment Lab Assignment: Differential Diagnosis for Skin Conditions (SOAP Note for differential diagnosis)
Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat DCE: Focused Exam: Cough Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat (Episodic SOAP Note)
Week 6: Assessment of the Abdomen and Gastrointestinal System Lab Assignment: Assessing the Abdomen (Analyze SOAP Note)
Week 7: Assessment of the Heart, Lungs, and Peripheral Vascular System DCE: Focused Exam: Chest Pain
Week 8: Assessment of the Musculoskeletal System Discussion: Assessing Musculoskeletal Pain (Episodic SOAP Note)
Week 9: Assessment of Cognition and the Neurologic System DCE: Comprehensive (head-to-toe) Physical Assessment Case Study Assignment: Assessing Neurological Symptoms (Episodic SOAP Note)
Week 10: Special Examinations—Breast, Genital, Prostate, and Rectal Lab Assignment: Assessing the Genitalia and Rectum (analyze SOAP Note)
Module 4: Ethics in Assessment
Week 11: The Ethics Behind Assessment Lab Assignment: Ethical Concerns

Next Week

To go to the next week:

Week 3

 

Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children

Many experts predict that genetic testing for disease susceptibility is well on its way to becoming a routine part of clinical care. Yet many of the genetic tests currently being developed are, in the words of the World Health Organization (WHO), of “questionable prognostic value.”

—Leslie Pray, PhD

Obesity remains one of the most common chronic diseases in the United States. As a leading cause of United States mortality, morbidity, disability, healthcare utilization and healthcare costs, the high prevalence of obesity continues to strain the United States healthcare system (Obesity Society, 2016).  More than one-third (39.8%) of U.S. adults have obesity (CDC, 2018). The estimated annual medical cost of obesity in the U.S. was $147 billion in 2008 U.S. dollars; the medical costs for people who are obese were $1,429 higher than those of normal weight (CDC, 2018).

According to the Centers for Disease Control and Prevention (CDC), the rate of childhood obesity has tripled in the past 30 years, with an estimated 13.7 million children and adolescents considered obese (CDC, 2018). When seeking insights about a patient’s overall health and nutritional state, body measurements can provide a valuable perspective. This is particularly important with pediatric patients. Measurements such as height and weight can provide clues to potential health problems and help predict how children will respond to illness. Nurses need to be proficient at using assessment tools, such as the Body Mass Index (BMI) and growth charts, in order to assess nutrition-related health risks and pediatric development while being sensitive to other factors that may affect these measures NURS 6512 Module 1: Comprehensive Health History. Body Mass Index is also used as a predictor for measurement of adult weight and health.

Assessments are constantly being conducted on patients, but they may not provide useful information. In order to ensure that health assessments provide relevant data, nurses should familiarize themselves with test-specific factors that may affect the validity, reliability, and value of these tools.

This week, you will explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions. You will examine the validity and reliability of these tests and tools. You will also examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition.

Learning Objectives

Students will:

  • Evaluate validity and reliability of assessment tools and diagnostic tests
  • Analyze diversity considerations in health assessments
  • Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment
  • Apply assessment skills to collect patient health histories

Learning Resources

Required Readings (click to expand/reduce)
Required Media (click to expand/reduce)

Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

Photo Credit: Getty Images/Hero Images

For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To Prepare

  • Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
  • By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
  • Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
  • Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
  • If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
    • Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
    • Consider how you could encourage parents or caregivers to be proactive toward the child’s health. NURS 6512 Module 1: Comprehensive Health History.

The Assignment

Assignment (3–4 pages, not including title and reference pages):

Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:

  • A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
    • What is its purpose?
    • How is it conducted?
    • What information does it gather?
  • Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.

Assignment Option 2: Child Health Case:
Include the following:

  • An explanation of the health issues and risks that are relevant to the child you were assigned.
  • Describe additional information you would need in order to further assess his or her weight-related health.
  • Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
  • Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.
By Day 6 of Week 3

Submit your Assignment.

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK3Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment 1 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 “WK3Assgn1+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.
Grading Criteria

To access your rubric:

Week 3 Assignment 1 Option 1 Rubric

To access your rubric:

Week 3 Assignment 1 Option 2 Rubric

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 6 of Week 3

To participate in this Assignment:

Week 3 Assignment 1

Assignment 2: Digital Clinical Experience (DCE): Health History Assessment

A comprehensive health history is essential to providing quality care for patients across the lifespan, as it helps to properly identify health risks, diagnose patients, and develop individualized treatment plans. To effectively collect these heath histories, you must not only have strong communication skills, but also the ability to quickly establish trust and confidence with your patients. For this DCE Assignment, you begin building your communication and assessment skills as you collect a health history from a volunteer “patient.”

Photo Credit: Getty Images/Caiaimage

To Prepare

  • Review this week’s Learning Resources as well as the Taking a Health History media program, and consider how you might incorporate these strategies. Download and review the Student Checklist: Health History Guide and the History Subjective Data Checklist, provided in this week’s Learning Resources, to guide you through the necessary components of the assessment.
  • Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.
  • Review the Shadow Health Student Orientation media program and the Useful Tips and Tricks document provided in the week’s Learning Resources to guide you through Shadow Health.
  • Review the Week 4 DCE Health History Assessment Rubric, provided in the Assignment submission area, for details on completing the Assignment.

DCE Health History Assessment:

Complete the following in Shadow Health:

Orientation

  • DCE Orientation (15 minutes)
  • Conversation Concept Lab (50 minutes)

Health History

  • Health History of Tina Jones (180 minutes)

Note: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve 80% or better, but you must take all attempts by the Week 4 Day 7 deadline.

Submission and Grading Information

No Assignment submission due this week but will be due Day 7, Week 4.

Grading Criteria

To access your rubric:

Week 4 Assignment 2 DCE Rubric

What’s Coming Up in Module 3?

Photo Credit: Getty Images/iStockphoto

In Module 3, you will examine advanced health assessments using a system focused approach.

Next week, you will specifically explore how to assess the skin, hair, and nails, as well as how to evaluate abnormal skin findings while conducting health assessments. You will also complete your first Lab Assignment: Differential Diagnosis for Skin Conditions as well as complete your DCE: Health History Assessment in the simulation tool, Shadow Health.

Week 4 Required Media

Photo Credit: [fergregory]/[iStock / Getty Images Plus]/Getty Images

Next week, you will need to view several videos and animations in Seidel’s Guide to Physical Examination as well as other media, as required, prior to completing your Lab Assignment. There are several videos in varied lengths. Please plan ahead to ensure you have time to view these media programs to complete your Assignment on time. NURS 6512 Module 1: Comprehensive Health History.

NURS 6512 Assignment 1: Assessment Tools and Diagnostic Tests in Adults and Children Case Study

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Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

Photo Credit: Getty Images/Hero Images

For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight. NURS 6512 Assignment 1: Assessment Tools and Diagnostic Tests in Adults and Children Case Study.

To Prepare

  • Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
  • By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
  • Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
  • Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
  • If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
    • Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
    • Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

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The Assignment

Assignment (3–4 pages, not including title and reference pages):

Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:

  • A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
    • What is its purpose?
    • How is it conducted?
    • What information does it gather?
  • Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.

Assignment Option 2: Child Health Case:
Include the following:

  • An explanation of the health issues and risks that are relevant to the child you were assigned.
  • Describe additional information you would need in order to further assess his or her weight-related health.
  • Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
  • Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
  • Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight NURS 6512 Assignment 1: Assessment Tools and Diagnostic Tests in Adults and Children Case Study.
By Day 6 of Week 3

Submit your Assignment.

Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK3Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 3 Assignment 1 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 “WK3Assgn1+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.

 

NURS_6512_Week_3_Assignment_1_Rubric_Option_1

Excellent Good Fair Poor
In 3–4 pages, address the following:

A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
30 (30%) – 35 (35%)
The response clearly, accurately, and with specific detail describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
24 (24%) – 29 (29%)
The response accurately describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
18 (18%) – 23 (23%)
The response vaguely and/or with some inaccuracy describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
0 (0%) – 17 (17%)
The response is inaccurate or missing descriptions of how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values.
45 (45%) – 50 (50%)
The response accurately and thoroughly evaluates the test or tool’s validity and reliability, and explains any issues with clear sensitivity, reliability, and predictive values. Student’s research is clear, accurate, and appropriate for the evaluation.
39 (39%) – 44 (44%)
The response accurately evaluates the test or tool’s validity and reliability, and explains any issues with sensitivity, reliability, and predictive values. Student’s research is somewhat clear, accurate,and appropriate for the evaluation.
33 (33%) – 38 (38%)
The response vaguely and/or with some inaccuracy evaluates the test or tool’s validity and reliability, and explains any issues with some sensitivity, reliability, and predictive values. Student’s research is vague or inaccurate for the evaluation.
0 (0%) – 32 (32%)
“The response is inaccurate and/or missing evaluations of the test or tool’s validity and reliability, with explanations of any issues missing or lacking sensitivity, reliability, and predictive values. Student’s research is missing, inaccurate, or lacking for the evaluation.
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 are provided that delineate 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 are provided that delineate 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 are stated, yet are brief and not descriptive.
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were 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 or 2) grammar, spelling, and punctuation errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 2 (2%)
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 heads, 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 or 2) APA format errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

NURS_6512_Week_3_Assignment_1_Rubric_Option_2

Excellent Good Fair Poor
In 3–4 pages, address the following:

An explanation of the health issues and risks that are relevant to the child you were assigned.
20 (20%) – 25 (25%)
The response clearly, accurately, and in detail explains the relevant health issues and risks for the assigned child.
19 (19%) – 24 (24%)
The response accurately explains the relevant health issues and risks for the assigned child.
18 (18%) – 23 (23%)
The response vaguely and with some inaccuracy explains the relevant health issues and risks for the assigned child.
0 (0%) – 17 (17%)
The response is inaccurate and/or missing explanations of the relevant health issues and risks for the assigned child.
Describe additional information you would need in order to further assess his or her weight-related health.
20 (20%) – 25 (25%)
The response clearly and accurately describes detailed additional information needed to further assess the child’s weight-related health.
19 (19%) – 24 (24%)
The response accurately describes additional information needed to further assess the child’s weight-related health.
18 (18%) – 23 (23%)
The response vaguely and with some inaccuracy describes additional information needed to further assess the child’s weight-related health.
0 (0%) – 17 (17%)
The response is inaccurate and/or missing a description of additional information needed to further assess the child’s weight-related health.
Identify and describe any risks, and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
18 (18%) – 20 (20%)
The response clearly and accurately identifies and describes in detail any risks to the child’s health. The response clearly and accurately identifies and describes in detail further information needed to gain a full understanding of the child’s health, with a detailed explanation of how to gather that information in a way that is sensitive to the child.
16 (16%) – 17 (17%)
The response accurately identifies and describes any risks to the child’s health. The response accurately identifies and describes further information needed to gain a full understanding of the child’s health, with a clear explanation of how to gather that information in a way that is sensitive to the child.
14 (14%) – 14 (14%)
The response vaguely and with some inaccuracy identifies and describes any risks to the child’s health. The response vaguely identifies and describes further information needed to gain a full understanding of the child’s health, with a vague explanation of how to gather that information in a way that is sensitive to the child.
0 (0%) – 13 (13%)
The response identifies inaccurately and/or is missing descriptions of any risks to the child’s health. The response identifies inaccurately and/or is missing descriptions of further information needed to gain a full understanding of the child’s health, with an inadequate or missing explanation of how to gather that information in a way that is sensitive to the child.
Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
10 (10%) – 10 (10%)
The response clearly and accurately lists three or more specific questions that would gather more information about the child. Specific questions are carefully worded to clearly demonstrate sensitivity to the parent(s) or caregiver(s) of the child.
9 (9%) – 9 (9%)
The response lists three specific questions that would gather more information about the child. Specific questions are worded to demonstrate sensitivity to the parent(s) or caregiver(s) of the child.
8 (8%) – 8 (8%)
The response lists three questions with wording that is vague and lacking specificity for gathering more information about the child. Some wording of the questions lacks sensitivity to the parent(s) or caregiver(s) of the child.
0 (0%) – 7 (7%)
The response lists two or fewer confusing or inadequate questions, or is missing questions, for gathering more information about the child. Wording of questions provided lacks sensitivity to the parent(s) or caregiver(s) of the child.
Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.
5 (5%) – 5 (5%)
The response clearly describes two or more detailed strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
4 (4%) – 4 (4%)
The response describes at least two strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
3 (3%) – 3 (3%)
The response vaguely describes two strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
0 (0%) – 2 (2%)
The response inadequately describes one strategy or is missing strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
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 are provided that delineate 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 are provided that delineate 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 are stated, yet are brief and not descriptive.
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were 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 or 2) grammar, spelling, and punctuation errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 2 (2%)
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 heads, parenthetical/in-text citations, and reference list.NURS 6512 Assignment 1: Assessment Tools and Diagnostic Tests in Adults and Children Case Study
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

NURS6550 Essay Assignment Paper-State Regulations for Advanced Practice Nurses – Advanced Practice Care of Adults in Acute Care Settings

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NURS6550 Essay Assignment Paper-State Regulations for Advanced Practice Nurses – Advanced Practice Care of Adults in Acute Care Settings

Assignment: State Regulations for Advanced Practice Nurses

Although your roles and responsibilities may differ based on your practice setting (think emergency department versus inpatient hospital setting or outpatient specialty medicine clinic), they may also vary depending on the state in which you practice. Because each state has its own laws and regulations that determine the scope of practice for advanced practice nurses, it is your responsibility to understand your own state’s guidelines. This Assignment involves locating the Nurse Practice Act for your state and reviewing practice guidelines, licensing requirements, and the certification process.

To prepare:

Locate the Nurse Practice Act for your state, as well as any other state legislation that outlines practice for Advanced Practice Registered Nurses (APRNs). Reflect on the definition and scope of practice of the APRN according to your state.

Consider which state board is responsible for licensure of APRNs. Determine whether your state requires nursing board approval, board of medicine approval, or joint board approval for APRN practice.

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Consider the DEA (Drug Enforcement Administration) Drug Schedule categories approved for APRN prescribing. Think about how this might impact your clinical practice. NURS6550 Essay Assignment Paper-State Regulations for Advanced Practice Nurses – Advanced Practice Care of Adults in Acute Care Settings

Research the national certifying board options and application processes for the Adult Geriatric Acute Care Nurse Practitioner. Think about which exams are recognized by your state board and which board options best suit your professional needs.

To Complete:

Address the following in a 1- to 2-page paper:

Explain the definition and scope of practice for APRNs according to the Nurse Practice Act in your state.

Identify the state board that is responsible for licensure of APRNs.

Identify the DEA Drug Schedule categories approved for APRN prescribing in your state. Explain whether this might impact your clinical practice, and if so, explain how.

Identify which national certifying board options are recognized by your state board. Explain which options best suit your professional needs and why. Describe the application processes for these options.

NURS6550 Essay Assignment Paper-State Regulations for Advanced Practice Nurses – Advanced Practice Care of Adults in Acute Care Settings

Essay – Advocacy Through Health Care Policy – NURS 4105

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Essay – Advocacy Through Health Care Policy – NURS 4105

Submit a 2- to 4-page paper utilizing the selected policy from Week 1, (week 1 health policy was death pronouncement by nurses) analyzing the impact of financing and budgetary issues.

In addition to this week’s resources, perform an informal literature search on the funding of your policy. Include at least two articles that discuss cost-effectiveness and cost controls pertaining to either your policy or nursing practices in general. Use these resources to respond to the following prompts:

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· Describe how the policy is funded and annual costs of continuing the policy for the last year.

· Analyze any financial and budgetary efforts developed or being proposed to contain costs.

· Relate current cost-containment strategies, including regulations, managed care efforts, or other financial and budgetary initiatives. Essay – Advocacy Through Health Care Policy – NURS 4105

· Describe how the financing of your policy impacts health outcomes and the role of the nurse in the workplace.

· Support your responses with evidence.

Support your ideas or those of others with references from the professional nursing literature. Refer to the Application Assignment Rubric prior to submission. Additional information about acceptable resources is found in the rubric.