Family Collaboration Affects Patient Outcomes

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Family Collaboration Affects Patient Outcomes

No plagiarism will be checked with turnitin.

APA style, font 12, double spaced with headers. 

Will need Title page, content 3 full double spaced  pages in length, plus Reference page. Total of 5 pages.  Family Collaboration Affects Patient Outcomes

Assignment: Collaboration paper

This Assignment is specific to a particular pediatric primary care practice and is mostly based upon student observation and experience.

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For full points the following must be addressed adequately in your paper:

  • *From your observations and experiences in your pediatric clinical rotation, provide an example of multidisciplinary collaboration.
  • *From your observations and experiences in your pediatric clinical rotation, provide an example of how multidisciplinary and family collaboration affects patient outcomes.
  • *Discuss how you have been able to promote communication and collaboration among health care professionals, patients, and family/caregivers.
  • *Discuss a particular case where collaboration among health care professionals and family members affected patient/family satisfaction.  (use sample case of a 9 year old female with signs and symptoms of depression and anxiety due to parental divorce) 
  • *In your clinical practicum, what are some barriers that you have observed to collaboration among health care professionals, patients, and families? Family Collaboration Affects Patient Outcomes

Implementation Obstacles of Prevention and Health Promotion

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Implementation Obstacles of Prevention and Health Promotion

Week 3 Assignment Instructions and Rubric

Tutor MUST have a good command of the English language

Sources need to be journal/scholarly articles. 

Use only articles that are published between 2015-2018 (except for your theory articles which will be older as you must cite primary sources). Implementation Obstacles of Prevention and Health Promotion 

No textbook or direct quotes

Details:
The Epidemiology Paper is a practice immersion assignment designed to be completed in three sections. This is part two of the assignment. Learners are required to identify an at-risk population, how the health risk for this population can be affected by nursing science, and the potential obstacles that may hinder implementation of health prevention and promotion activities for this particular population. Implementation Obstacles of Prevention and Health Promotion 

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General Guidelines:

Use the following information to ensure successful completion of the assignment:

  • This      assignment uses a rubric. Please review the rubric prior to beginning the assignment      to become familiar with the expectations for successful completion.
  • Doctoral      learners are required to use APA style for their writing assignments. The      APA Style Guide is located in the      Student Success Center.
  • This      assignment requires that support your position by referencing at least six      to eight scholarly resources. At least three of your supporting references      must be from scholarly sources other      than the assigned readings.
  • You      are required to submit this assignment to LopesWrite. Please refer to the      directions in the Student Success Center.

Directions:

This assignment comprises the second part of the Epidemiology Paper. Write a 1,250-1,500 word paper that provides the following:

  1. Identify      an existing at-risk population. Using aggregated statistics, include      identified criteria and data that substantiates why this population is at      risk.
  2. Using      analyzed population data, identify a health risk within this population      that nursing science can impact. Describe the specific variables. Provide      SPSS data that correlates population to the identified health risk.
  3. Identify      potential obstacles that may hinder the implementation of the prevention      and health promotion activities.
  4. Identify      stakeholders, individuals, and agencies with whom you may need to      collaborate. Implementation Obstacles of Prevention and Health Promotion 

Apply Rubrics

Epidemiology Paper Part Two – Analysis and Application 

  1 Unsatisfactory 0.00% 2 Less Than Satisfactory 74.00% 3 Satisfactory 79.00% 4 Good 87.00% 5 Excellent 100.00%
70.0 %Content  
6.0 %Completed Changes and Corrected Errors to Subsequent Paper, Including Transitions for a Scholarly Paper Learner did not attach previous paper and did not make changes as indicated. N/A Learner attached previous paper and has made changes as indicated. Learner needs to incorporate transitions to connect the ideas between the papers Learner attached previous paper and has made changes as indicated. Learner needs to incorporate better transitions to connect the ideas between the papers. Learner attached previous paper and has made changes as indicated. Learner has includes all necessary transitions to create a scholarly paper.  
18.0 %Identifies Existing At-Risk Population (Aggregated Statistics Support Claims, Identifies Criteria and Data That Substantiates That the Population Is at Risk) Paper does not establish that an existing population is at-risk using aggregated statistics. Paper does not accurately identify an existing at-risk population. Paper uses aggregated statistics to demonstrate that an existing population may be at-risk, but does not identify criteria to substantiate why the population is at-risk. Paper uses aggregated statistics to demonstrate that a population is at-risk. Paper identifies some criteria that explain why the population is at risk, but limited criteria does not substantiate why the population is at-risk. Paper uses aggregated statistics to demonstrate that a population is at-risk and identifies common criteria that substantiates why the population is at-risk. Paper uses aggregated statistics logically and accurately to demonstrate that a population is at-risk. Paper identifies strong criteria that substantiate why the population is at-risk.  
18.0 %Population Analysis Identifies Health Risk Within Identified At-Risk Population That Nursing Science Can Impact (SPSS Data Correlates the Population to an Identified Health Risk; Describes Specific Variables) Paper does not perform a population analysis based on SPSS data. Population analysis is only partially based on SPSS data, and does not establish a correlation to a population or identified health risk that nursing science can impact. No specific variables are described. Implementation Obstacles of Prevention and Health Promotion  SPSS data is used in the population analysis, but the analysis is flawed or incomplete, and only a weak correlation suggests that nursing science may have an impact on the health risk for the population. Some specific variables have been described for the identified population. SPSS data is used in the population analysis, demonstrates a correlation to a population or identified health risk that nursing science can impact. Contributing variables have been identified for the population and health risk. Population analysis uses SPSS data logically and accurately to demonstrate a strong correlation between a population or identified health risk that nursing science can impact. Contributing variables are identified, thoroughly explored, and supported by data.  
18.0 %Identifies Collaborators, Potential Obstacles and Solutions; Defines Outcomes and Timeframes, and Uses Contemporary Theories or Concepts for Support Paper does not identify collaborators or potential obstacles and solutions. Paper does not propose timeframe or use contemporary theories or concepts for support. Some collaborators and obstacles have been identified, but no evidence is proposed to assess or resolve potential obstacles. No clear timeframe has been established. Contemporary theories or concepts are not used for support. Potential collaborators and obstacles have been identified, but solutions for resolving conflict are vague. The timeframe has been established but is missing key elements needed. The use of contemporary theories and concepts is introduced. Potential collaborators and obstacles have been identified and general solutions for overcoming obstacles have been proposed. A general timeframe has been established. General support is offered through the use of contemporary theories and concepts. Paper demonstrates insightful use of contemporary theories and concepts for support. Paper identifies realistic collaborators and obstacles, provides well-researched solutions to overcome obstacles; defines clear timeline and expected outcomes.  
10.0 %Six to Eight Additional Scholarly Research Sources With In-Text Citations None of the required elements (minimum of six topic-related scholarly research sources and six in-text citations) are present. Not all required elements are present. One or more elements are missing and/or included sources are not scholarly research or topic-related. All required elements are present. Scholarly research sources are topic-related, but the source and quality of one or more references is questionable. All required elements are present. Scholarly research sources are topic-related, and obtained from reputable professional sources. All required elements are present. Scholarly research sources are topic-related, and obtained from highly respected, professional, original sources.  
20.0 %Organization and Effectiveness  
7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.  
8.0 %Argument Logic and Construction 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.  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.  
10.0 %Format  
5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.  
5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Implementation Obstacles of Prevention and Health Promotion  Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.  
100 %Total Weightage            

Qualitative Case Study Impacts on Nursing

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Qualitative Case Study Impacts on Nursing

Assignment Directions:

  1. Read over each of the following directions, the required Reading Research Literature worksheet, and grading rubric. You can find the worksheet here: Reading Research Literature Worksheet (Links to an external site.)Links to an external site.
  2. Download and complete the required Reading Research Literature worksheet. Be sure to add your name and date.
  3. Download or access the required two articles.  The required two articles must be used. Qualitative Case Study Impacts on Nursing

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First article:

Jenson, H., Maddux, S., & Waldo, M. (2018). Improving oral care in hospitalized non-ventilated patients:

         Standardizing products and protocol. MEDSURG Nursing, 27(1), 38–45. Retrieved from

         https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? (Links to an external site.)Links to an external site.

         direct=true&db=a2h&AN=128049905&site=eds-live&scope=site (Links to an external site.)Links to an external site.

Second article:

Woolston, W., & Connelly, L. (2017).  Felty’s syndrome: A qualitative case study. MEDSURG Nursing, 26(2),

       105-118. Retrieved from https://chamberlainuniversity.idm.oclc.org/login? (Links to an external site.)Links to an external site.

        url=https://search.ebscohost.com/login.aspx?direct=true&db=c9h&AN=122315812&site=eds- (Links to an external site.)Links to an external site.

        live&scope=site (Links to an external site.)Links to an external site.

Chamberlain College of Nursing NR439: Evidence-Based Practice

Reading Research Literature Worksheet– Week 5

Type your answers to the following questions into this worksheet using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g., NR439_Reading_Research_Literature_Smith. Submit by 11:59 pm MT Sunday at the end of Week 5. Be sure to read the guidelines and the grading rubric for this assignment located on the assignment page. Qualitative Case Study Impacts on Nursing

Title: RRL

Name: [replace this text with your name]

The following 8 questions pertain to the first article:

Jenson, H., Maddux, S., & Waldo, M. (2018). Improving oral care in hospitalized non-ventilated patients: Standardizing products and protocol. MEDSURG Nursing, 27(1), 38–45. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=128049905&site=eds-live&scope=site

Using mostly your own words, answer the following questions after reading the above first article. Be sure to cite paraphrased and direct quoted sentences:

1) Describe the purpose of this research.

2) State/Write the research question (or questions). This may be implicit or explicit.

3) Give a complete description of the research design of this study.

4) Describe the population (sample) for this study.

5) Describe the sample approach (strategy) used for this study.

6) Describe the data collection procedure.

7) Discuss the authors’ conclusions.

8) Describe how you feel the study impacts nursing. Qualitative Case Study Impacts on Nursing

The Importance of Culture Care Diversity Theory

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The Importance of Culture Care Diversity Theory

Part one:

Discussion Question:

Newman pointed out that, “nurse client relationships often begin during periods of disruption, uncertainty, and unpredictability in patient’s lives” (Smith & Parker, 2015, p. 288).

Explore what she means by this statement. Then, reflect on a patient that you cared for that you could apply her theory to. Provide details of the interaction and outcomes. The Importance of Culture Care Diversity Theory 

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook.

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Part two: 

Assignment:

Your assignment this week will be an APA paper to include title page, level headings, and a reference page.

Case study #1 

Mrs. Franklin-Jones was admitted from the Emergency Room to Cardiac Intensive Care one week ago with a diagnosis of acute myocardial infarction. She has recovered as expected and is moving to the cardiac step down unit today. She is talking with Nurse Julie Hernandez, as she gets settled in her new room, “I was really surprised when I got that bad pain in my chest! I knew I had high pressure but I just didn’t think it was that bad. I try to take my medicine like they told me to in the clinic but sometimes I forget. I guess that I need to study those papers they gave me about what foods I should eat and not eat. I better take care of myself! Momma had bad pressure and it killed her! Who knows—I may even have to learn to cook different than I was taught in Jamaica! I may have to let Tomas do the cooking. He’s got more time at home now than I do since he lost his job. There isn’t too much time between my shifts at the school cafeteria and my new housecleaning job. You know my sister is coming up from Jamaica to see me. I think she is bringing me some bush tea. That’ll set me right!” The Importance of Culture Care Diversity Theory 

  • Using Leininger’s Culture Care Model, what factors in the story shared by Mrs. Franklin-Jones should be considered by Nurse Hernandez when planning for the patient’s discharge?
  • Why is the theory of Culture Care Diversity important in the delivery of nursing care for all patients?
  • Using Leininger’s Theory of Culture Care Diversity and Universality, develop a plan of care for Mrs. Franklin-Jones.
  • Discuss the strengths and limits to Leininger’s Theory.

Case Study #2

Claude Jean-Baptiste is recovering from post-hip replacement surgery and has been transferred to the Rehabilitation Institute adjacent to the hospital. When he enters the unit, he sees welcoming signs written in several languages including his own, Creole. Since there are no nurses on that shift that speak Creole, they use a language line to ask for translation services. During this initial nursing assessment, the translator informs Mr. Jean-Baptiste that the nurses invite him to have a relative at his side so that they can be sure to understand and meet his needs. He is asked about Haitian customs and beliefs that they might honor. Mr. Jean-Baptiste is encouraged to bring food and spiritual care items,and to share the warmth of his culture with the nursing staff.

  • Discuss assumptions of the Transpersonal Caring relationship. What is the nurse’s role?
  • How is love, as defined by Watson, evident in this caring moment?
  • How can the nurse creatively use self to create a healing environment?
  • Discuss the strengths and limits to Watson’s Theory. The Importance of Culture Care Diversity Theory 

Respiratory Disorder that Affects Children and Adults

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Respiratory Disorder that Affects Children and Adults

Assignment:
Asthma and Stepwise Management 

Asthma is a respiratory disorder that affects children and adults. Advanced practice nurses often provide treatment to patients with these disorders. Sometimes patients require immediate treatment making it essential that you recognize and distinguish minor asthma symptoms from serious, life-threatening symptoms. Since symptoms and attacks are often induced by a trigger, advanced practice nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients depending on individual patient factors. One method that supports the clinical decision-making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment. Respiratory Disorder that Affects Children and Adults

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To prepare:

· Consider drugs used to treat asthmatic patients including long-term control and quick relief treatment options for patients. Think about the impact these drugs might have on patients including adults and children.

· Review Chapter 25 of the Arcangelo and Peterson text. Reflect on using the stepwise approach to asthma treatment and management.

· Consider how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

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

· Describe long-term control and quick relief treatment options for asthma patients, as well as the impact these drugs might have on patients.

· Explain the stepwise approach to asthma treatment and management.

· Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Respiratory Disorder that Affects Children and Adults

Organizational Systems and Structures Essay

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Organizational Systems and Structures Essay

In this course, you develop a comprehensive Course Project: Promoting Health Care

Quality. To initiate this project, this week you examine the systems and structures of an

organization with which you are familiar.

Organizational Systems and Structures, Part 1

Section 1: Organizational Systems and Structures Evaluation

When a problem related to health care quality and patient safety arises, there can be an Organizational Systems and Structures Essay

inclination to focus on a specific event rather than to examine the larger context

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surrounding it. Analyzing the systems and structures within an organization provides a

foundation for generating a fuller understanding of how and why the event occurred and

for developing strategies to address the underlying issues. Perhaps more importantly,

such an analysis can be used to proactively identify potential challenges and improve

organizational systems and structures in order to promote positive outcomes.

In the first section of your Course Project, you analyze the systems and structures of a

health care organization with which you are familiar. Organizational Systems and Structures Essay

To prepare:

Identify a health care organization with which you are familiar; one that you will be

able to sufficiently analyze to complete the full scope of the Course Project. (Refer to

the Course Project Overview as needed.)

Select two or more of the following frameworks:

· Learning organizations

· Complex adaptive systems (CAS)

· Clinical microsystems

· Good to great

· The 5 Ps

With these frameworks in mind, analyze the systems and structures of the

organization. Be sure to research and consider:

· Mission, vision, and values

· Strategic plan, goals, and objectives, if possible

· Key operational processes and patterns

· Information technology use

· Organizational priorities and investments, as indicated by financial data

Week 4: Organizational Systems and Structures, Part 2

Section 1: Organizational Systems and Structures Evaluation

As you continue your evaluation of a health care organization, it is essential to pay

attention to culture. Organizational culture provides the context in which all interactions

and processes occur and is therefore central to any effort to enact change. Organizational Systems and Structures Essay

To prepare:

Continue to analyze your selected organization, as indicated in Week 3 (Section 1 of

the Course Project).

Continue to analyze essential elements of organizational culture and evaluate the

influence of culture on the ability to achieve goals within your selected organization.

To complete:

Write a 3- to 5-page paper in which you:

· Provide a description of the organization that you selected

· Present your analysis of the organization with attention to:

· Its mission, vision, values

· Strategic plan, goals, and objectives

· Key operational processes and patterns

· Information technology use

· Organizational priorities and investments, as indicated by financial data

· The essential elements of the organization’s culture

· The influence of culture on meeting organizational goals

Section 2: Quality Improvement Issue

To help you move forward with your Course Project, this week you identify a quality

issue that you would like to address and submit a description of this issue for Instructor

feedback.

Your proposed issue should reflect a genuine need for improvement within your

selected health care organization. Through your Course Project, you will analyze this 

issue and propose strategies to improve outcome(s), including the redesign of a related

process.

To prepare:

· Review the six quality improvement aims from the Institute of Medicine (IOM)

· Safe: Avoiding harm to patients from the care that is intended to help them.

· Effective: Providing services based on scientific knowledge to all who could benefit and refraining from providing services to those not likely to benefit (avoiding underuse and misuse, respectively).

· Patient-centered: Providing care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions.

· Timely: Reducing waits and sometimes harmful delays for both those who receive and those who give care.

· Efficient: Avoiding waste, including waste of equipment, supplies, ideas, and energy.

· Equitable: Providing care that does not vary in quality because of personal characteristics such as gender, ethnicity, geographic location, and socioeconomic status.

· Conduct a search of the literature to help you identify a specific issue that warrants attention and action to promote quality improvement.

· Consider what you have surmised thus far through your analysis of the organization Organizational Systems and Structures Essay

that you selected. What have you noticed that could help you identify a quality related need for improvement? For instance:

· What has captured your attention in meetings, reports, and/or daily activities?

· Have you noticed discrepancies between activities in the organization and

recommendations in the research literature, quality standards, and/or the

organization’s stated policies and procedures?

· If so, what do you think could be the reason(s) for variations or gaps between

what you have observed and what is recommended?

Identify a quality improvement issue that you would like to investigate for this project.

Note: Review the Course Project Overview/full instructions, located in the Week 3

Learning Resources, as needed to identify a quality improvement issue that is viable for

completing the full scope of this project. Once you receive a response from your

Instructor on the quality improvement issue that you submit, be sure to integrate his or

her feedback before moving forward with Section 3 of your Course Project.

To complete:

Write a brief description of the quality improvement issue that you would like to address

for your Course Project. Organizational Systems and Structures Essay

The features and considerations of quantitative research designs

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Qualitative Research Designs

For the past 2 weeks, you have focused on the features and considerations of quantitative research designs. However, quantitative designs are not appropriate for all research questions. Perhaps you are concerned with how patients react when confronted with negative test results, or you wish to study how views on a certain health topic change over time. In each of these cases, the emphasis is more on understanding the thinking and experiences of an individual or group than on numerical measurements. For these types of questions, a qualitative or mixed methods research design is the most appropriate.

For this Discussion, you focus on the different types of qualitative research designs, when they are used, and why they are important. The features and considerations of quantitative research designs

To prepare:

  • Reflect on the comments made by Dr. Mauk in this week’s media presentation on the value of qualitative research in nursing.
  • Locate the journal Qualitative Health Research in the Sage Premier database in the Walden Library.
  • From this journal, select an article of interest to you that was published within the last 3 years.
  • Review the information on different qualitative research designs in Chapter 20 of your course text.
  • Determine what qualitative research design was used in your selected article and evaluate whether it was the best choice.
  • Consider ethical issues involved in the study and how the researchers addressed them.
  • Think about how using a quantitative design would have affected the type of data gathered.

Post  (1) an APA citation for the article that you selected and provide a brief summary of the content and the qualitative research design used. (2) Evaluate the appropriateness of the design, and explain how ethical issues in the study were addressed. (3)Analyze how the study would have been different if a quantitative design had been used. The features and considerations of quantitative research designs

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Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.).Philadelphia, PA: Lippincott Williams & Wilkins.
    • Chapter 20, “Qualitative Research Design and Approaches”

      This chapter introduces qualitative research designs. It provides an overview of the different types of qualitative research and then describes each one in greater detail, outlining how and when they should be used.
  • Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010). Ethical challenges in qualitative research: Examples from practice. Nurse Researcher, 18(1), 15–25.
    Retrieved from the Walden Library databases.

    This article explores ethical challenges associated with qualitative research. Specifically, the authors examine the challenges of informed consent procedures, the researcher-participant relationship, risk-benefit ratio, confidentiality, and the dual role of the nurse-researcher.
  • Pringle, J., Hendry, C., & McLafferty, E. (2011). Phenomenological approaches: Challenges and choices. Nurse Researcher, 18(2), 7–18.
    Retrieved from the Walden Library databases.

    This article examines the dilemmas faced by a researcher looking for appropriate methods and approaches for investigating the experiences of stroke survivors. In addition, this article reviews the challenges of using phenomenology as a research method.
  • Ryan-Nicholls, K. D., & Will, C. I. (2009). Rigour in qualitative research: Mechanisms for control. Nurse Researcher, 16(3), 70–85.
    Retrieved from the Walden Library databases.

    The authors of this article provide recommendations for improving the control mechanisms of methodological rigor in qualitative research methods. The text establishes the basis of criticism on the rigor of qualitative work, ways of demonstrating methodological rigor, and the definition of rigor.
  • Smith, J., Bekker, H., & Cheater, F. (2011). Theoretical versus pragmatic design in qualitative research. Nurse Researcher, 18(2), 39–51.
    Retrieved from the Walden Library databases.

    This article assesses the benefits of using a generic qualitative approach to design studies for understanding user and caregiver perspectives. The authors assess these benefits in the context of a qualitative study that focused on parents’ experience of living with children with hydrocephalus.
  • Walker, W. (2011). Hermeneutic inquiry: Insights into the process of interviewing. Nurse Researcher, 18(2), 19–27.
    Retrieved from the Walden Library databases.

    This article examines the process of interviewing from a research perspective. The authors supply personal and theoretical insights into using the research interview, along with a guide to the practicalities of interviewing.
  • Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202–207.
    Retrieved from the Walden Library databases. The features and considerations of quantitative research designs

    This article highlights the importance of qualitative evidence to mental health clinicians. The author stresses that critically appraising evidence is crucial to the EBP process and provides guidelines for appraisal.
  • Wuest, J. (2011). Are we there yet? Positioning qualitative research differently. Qualitative Health Research, 21(7), 875–883.
    Retrieved from the Walden Library databases.

    This article focuses on the shifting role of qualitative research in the past two decades. The author discusses the merits and detriments of concrete distinctions, the hurdles of flexibility and convergence, and the need to develop a complete research toolbox for improving health. Media
  • Laureate Education, Inc. (Executive Producer). (2012l). Qualitative and mixed methods research designs. Baltimore, MD: Author. 

    Note: The approximate length of this media piece is 8 minutes.

    This video features Dr. Kristen Mauk’s overview of how she applied qualitative research designs and methods to her doctoral dissertation work. Dr. Mauk explains the advantages of qualitative research as well as strategies for increasing credibility when conducting qualitative or mixed methods research. The features and considerations of quantitative research designs

Analyze the Mickey Mantle case using the Seven-Step Decision Model

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Resource: Ch. 1 of Health Care Ethics (6th ed.)

Mickey Mantle received a liver transplant in 1995. He was a Baseball Hall of Fame center fielder for the New York Yankees whose liver was failing because of cirrhosis and hepatitis. Although the waiting period for a liver transplant in the United States is about 130 days, it took only two days for the Baylor Medical Center’s transplant team to find an organ donor for the 63-year-old former baseball hero. Analyze the Mickey Mantle case using the Seven-Step Decision Model

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According to the director of the Southwest Organ Bank, Mantle was moved ahead of others on the list because of his deteriorating medical condition; however, there were mixed feelings about speeding up the process for a celebrity. Mantle was known for overcoming immense obstacles, and many argued that the medical system should provide exceptions for heroes. He was also a recovering alcoholic, which further complicated the ethical implications of the case. Because of Mantle’s medical problems, doctors estimated that he had only a 60 percent chance for a three-year survival; whereas, liver transplant patients typically have about a 78 percent chance for a three-year survival rate.

As in the case of the liver transplant for Mickey Mantle, should the system make exceptions for real heroes? Why or why not?

Write a 1,050- to 1,400-word paper in which you analyze the Mickey Mantle case using the Seven-Step Decision Model. Analyze the Mickey Mantle case using the Seven-Step Decision Model

Pathophysiology of the alterations, including changes that occur in at least two body systems

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Week 8 Assignment 2

Application: The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.  Pathophysiology of the alterations, including changes that occur in at least two body systems

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To prepare:

  • From the list below, select a disorder of interest to you: 
    • Alzheimer’s disease
    • Asthma in children
    • Chronic obstructive pulmonary disease (COPD)
    • Congestive heart failure
    • Hepatic disease (liver disease)
    • Hypertension 
    • Hyperthyroidism and hypothyroidism
    • Seizures
    • Sepsis
  • Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems. 
  • Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.  
  • Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To complete:

Develop a 5- to 10-slide PowerPoint presentation that addresses the following:

  • Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.
  • Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
  • Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder. Pathophysiology of the alterations, including changes that occur in at least two body systems

Creating a Culture of Evidence-Based Practice

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Creating a Culture of Evidence-Based Practice

An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice. Creating a Culture of Evidence-Based Practice

In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.

To prepare:

  • Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.
  • Reflect on your own hospital’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?
  • Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your hospital.
  • Reflect on the significance of evidence-based practice (EBP) in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?
  • Reflect on how nurses can disseminate findings from evidence-based practice research. Creating a Culture of Evidence-Based Practice

Post on Tuesday 05/10/16 550 words in APA format

1)An evaluation of your hospital’s use of Evidence Based-Practice (EBP) and how it is furthered or hindered by organizational culture and policies.

2) Describe how you could disseminate the findings.

3) Propose a strategy for strengthening the culture of EBP within the organization.

4)Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.

 Include 4 references from the list below only.

Required Resources

Readings

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
    • Chapter 28, “Disseminating Evidence: Reporting Research Findings”

      In this chapter, the focus is on actually reporting on the research findings and how to determine the best approach for reaching the desired audience. The chapter also includes tips on how to organize the information and describes what is usually included in such reports.
  • Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244–254.
    Retrieved from the Walden Library databases.

    ORDER A FREE-PLAGIARISM PAPER HERE


    This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.
  • Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.
    Retrieved from the Walden Library databases.

    In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.
  • Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice.Journal of Nursing Administration, 42(4), 222–230. Creating a Culture of Evidence-Based Practice
    Retrieved from the Walden Library databases.

    This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.
  • Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.
    Retrieved from the Walden Library databases.

    In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.
  • Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational changetoward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53.
    Retrieved from the Walden Library databases.

    The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.
  • Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.
    Retrieved from the Walden Library databases.

    This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.
  • Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice. The Milbank Quarterly, 87(2), 368–390.
    Retrieved from the Walden Library databases.

    This article presents the primary issues and challenges in EBP across numerous health disciplines. The authors then posit a transdisciplinary EBP model designed to incorporate the strengths and diminish the flaws of each discipline’s EBP model.
  • Steurer, L. M.(2010). An evidence-based practice scholars program: One institution’s journey toward excellence. Journal of Continuing Education in Nursing, 41(3), 139–143.
    Retrieved from the Walden Library databases.

    The author of this article details the efforts of an EBP scholars program that was designed to teach an overview of EBP, along with the skills necessary to improve patient outcomes.  In addition to the program’s development and implementation, the article highlights lessons learned. Media
  • Laureate Education, Inc. (Executive Producer). (2012k). Translating evidence into practice. Baltimore, MD: Author. 

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

    Dr. Kristen Mauk discusses the outcomes of her DNP project in this video. She explains how nurses in the rehabilitation unit where she conducted her project used the results of her project to improve their practices.  Creating a Culture of Evidence-Based Practice