Legal and Ethical Principle in health Care & Quality in Health Care

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(Benchmark Assignment) Applying Decision-Making Models in Health Care.

This is a benchmark assignment.

Choose an ethical decision-making model from among the following three discussed in the lecture and other readings: Nash’s 12 Questions for Moral Choices, Kidder’s Ethical Checkpoints, and Uustal’s Ethical Decision-Making Model. Apply your chosen model to the following ethical dilemma:

Your terminally ill patient told you at her last visit that, since her pain could no longer be completely controlled by any means, and in her opinion she was just waiting to die, she was going to Holland to participate in its physician-assisted suicide program.

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What would your advice to this patient be? In a 500-750 word paper, include a letter to your patient offering your insights and recommendations regarding this decision. Legal and Ethical Principle in health Care & Quality in Health Care

In addition, following your letter, include a subsection in which you address the following when completing this assignment:

  1. Explain the theory of the chosen ethical      decision-making model as it relates to this scenario. What effect have      this and other models had on medical practice over the years?
  2. Should a doctor be able to end the life of an      individual who is suffering and who has no hope of recovery? Why or why      not?
  3. How might a living will be used, or not, to guide an      individual’s end of life decisions?
  4. How does the use of technology complicate the dying      process?

Include at least three scholarly, peer-reviewed references from the GCU Library to support your positions.

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

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 Turnitin. Please refer to the directions in the Student Success Center. Legal and Ethical Principle in health Care & Quality in Health Care

The Legal Implications of Acceptance or Refusal of an Assignment

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There are 2 discussion board topics, topic 1 & 2 will require 3 references

Topic 1: The Legal Implications of Acceptance or Refusal of an Assignment 

After reviewing the ANA position statement on “Rights of Registered Nurses when Considering a Patient Assignment,” discuss the legal and ethical implications of accepting assignments. When delegating assignments to unlicensed personnel, what considerations need to be considered? What insurance issues come into play? Analyze the legal principle of Respondeat Superior.

American Nurses Association Nursing World. (2009). Patient safety: Rights of registered nurses when considering a patient assignment. The Legal Implications of Acceptance or Refusal of an Assignment

Retrieved from http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-and-Resolutions/ANAPositionStatements/Position -Statements-Alphabetically/Patient-Safety-Rights-of-Registered-Nurses-When-Considering-a-Patient-Assignment.html

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APA Style, minimum of 200 words, times new romans, font 12, No plegearism  3 References, scholarly.

Topic 2: Defenses to Malpractice and Risk Management 

Take the malpractice case assigned to your group and discuss the defenses that may be raised in that case. Discuss how the incident could have been prevented. What risk management techniques could have been used before and after the adverse patient occurrence? Respond to the other case scenario.

APA Style, minimum of 200 words, times new romans, font 12, No plegearism  3 References, scholarly.

Textbook Readings

Essentials of Nursing Law and Ethics

· Chapter 5: “Defenses to Negligence or Malpractice”

· Chapter 6: “Prevention of Malpractice”

· Chapter 7: “Nurses as Witnesses”

· Chapter 8: “Professional Liability Insurance”

· Chapter 9: “Accepting or Refusing an Assignment/Patient Abandonment”

· Chapter 10: “Delegation to Unlicensed Assisted Personnel”

· Chapter 37: “Staffing Issues and Floating”

Journal Readings

Please retrieve and read the following journal articles from the Library. Articles can be located through a search in the CINAHL database, OVID database, the Library (links to these are located under the Academic Tools), or by using the link at the end of the reference if provided.

American Nurses Association Nursing World. (2016). Patient safety: Rights of registered nurses when considering a patient assignment. Retrieved from

American Nurses Association Nursing World. (2009). Patient safety: Rights of registered nurses when considering a patient assignment. Retrieved from http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-and-Resolutions/ANAPositionStatements/Position -Statements-Alphabetically/Patient-Safety-Rights-of-Registered-Nurses-When-Considering-a-Patient-Assignment.html The Legal Implications of Acceptance or Refusal of an Assignment

Recognizing the Role of Adhering to the Standard of Care

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Assignment 1:

Recognizing the Role of Adhering to the Standard of Care

When providing health care, there are standards of care which a reasonably prudent provider should follow. Providers at all levels are held to these standards of care. Failure to provide competent care to your patients will put you at risk for malpractice. Remaining current with the evidenced-based guidelines and providing optimal care will minimize the risk of liability.

For this Assignment, you will create a PowerPoint presentation that explains any legal implications that exist for failure to adhere to a standard of care, the key elements of malpractice, and compare the differences in malpractice policy options. Recognizing the Role of Adhering to the Standard of Care

To prepare:

Consider the importance of using professional resources such as the National Guideline Clearinghouse to guide care delivered

Create a PowerPoint presentation no more than 15 slides in length that addresses the following:

Identify and explain any legal implications that exist for failure to adhere to a standard of care

Identify and explain the key elements of malpractice

Compare the differences in malpractice policy options

9/16/2017 Rubric Detail – Blackboard Learn

https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16307207_1&rubric_id=_200592_1 1/4

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Excellent Good Fair Poor

Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.

27 (27%) – 30 (30%)

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics. Recognizing the Role of Adhering to the Standard of Care

24 (24%) – 26 (26%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

21 (21%) – 23 (23%)

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

0 (0%) – 20 (20%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Quality of Work Submitted: The purpose of the paper is clear.

5 (5%) – 5 (5%) A clear and comprehensive purpose statement is provided which delineates all required criteria.

4 (4%) – 4 (4%) Purpose of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Purpose of the assignment is vague or off topic.

0 (0%) – 3 (3%) No purpose statement was provided.

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.

9 (9%) – 10 (10%) Recognizing the Role of Adhering to the Standard of Care

Demonstrates the ability to critically appraise and intellectually explore key concepts.

8 (8%) – 8 (8%) Demonstrates a clear understanding of key concepts.

7 (7%) – 7 (7%) Shows some degree of understanding of key concepts.

0 (0%) – 6 (6%) Shows a lack of understanding of key concepts, deviates from topics.

Rubric Detail Select Grid View or List View to change the rubric’s layout.

Name: NURS_6565_Week4_Assignment1_Rubric Exit

Grid View List View

9/16/2017 Rubric Detail – Blackboard Learn

https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16307207_1&rubric_id=_200592_1 2/4

 

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Excellent Good Fair Poor

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.

18 (18%) – 20 (20%)

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.

16 (16%) – 17 (17%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

14 (14%) – 15 (15%)

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

0 (0%) – 13 (13%)

Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.

18 (18%) – 20 (20%)

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

16 (16%) – 17 (17%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

14 (14%) – 15 (15%) Recognizing the Role of Adhering to the Standard of Care

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

0 (0%) – 13 (13%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

9/16/2017 Rubric Detail – Blackboard Learn

https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16307207_1&rubric_id=_200592_1 3/4

Excellent Good Fair Poor

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.

5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity

4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

3.5 (3.5%) – 3.5 (3.5%)

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

0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.

Written Expression and Formatting

English writing standards: Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting

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

5 (5%) – 5 (5%) Uses correct APA format with no errors.

4 (4%) – 4 (4%) Contains a few (1-2) APA format errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) APA format errors.

0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.

Total Points: 100

Name: NURS_6565_Week4_Assignment1_Rubric

9/16/2017 Rubric Detail – Blackboard Learn

https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16307207_1&rubric_id=_200592_1 4/4

Exit

HIT Projects and Decision Makers

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HIT Projects and Decision Makers

A nurse leader sought to implement greater security in the children’s wing of the hospital by installing a new alarm and monitoring system. Due to budget constraints, the CNO rejected the proposal, stating that current security methods were sufficient. Shortly after this failed proposal, an individual did in fact breach the children’s wing security and abducted a young child. Thankfully, the child was found and returned to her parents; and the CNO quickly found the money to install the new security system.
 

Not all HIT projects have such high-profile stakes. The main takeaway from this example is the importance of getting key stakeholders and decision makers on board when planning a new HIT project. HIT Projects and Decision Makers
 

To prepare:

  • Bring      to mind a HIT project implemented in your organization. Which leaders      identified the project? Which stakeholders and decision makers helped      moved the project forward?
  • Consider      methods that were used to garner the support of stakeholders and decision      makers to move the project forward.

By tomorrow Wednesday 09/20/17, write a minimum of 550 words essay in APA format with a minimum of 3 references from the list in the instructions area. Include the level one headings as numbered below:

post a cohesive response that addresses the following:

1) Describe an example of a HIT project implemented at your organization and analyze how that project was identified and moved forward. (HIT stands for Health Information Technology, pick one that was implemented in the hospital. One project that comes to my mind is when my hospital upgraded their EHR system from MEDITECH to EPIC system).

2) Evaluate the impact of key decision makers on moving the HIT project forward.

Required Readings

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.

  • Chapter      17, “Disruptive Innovation: Point of Care”

This chapter uses real-world integration examples to illustrate the visions and challenges that characterize Smart Point of Care systems. HIT Projects and Decision Makers

Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.

  • “Standards      of Nursing Informatics Practice” (pp. 67-79)

This excerpt presents the specific measurement criteria found within each nursing informatics standard.

Madsen, M. (2010). Knowledge and information modeling. Studies in Health Technology and Informatics, 151, 84-103.

Within this article, the overall design models of information systems are linked to the metastructures, data, information, knowledge, and wisdom.

Peleg, M. (2011). The role of modeling in clinical information system development life cycle. Methods of Information in Medicine, 50(1), 7-10.

The author of this article discusses the role of conceptual modeling in health information technology systems and how it has been an effective component of system development.

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Philip, A., Afolabi, B., Adeniran, O., Oluwatolani, O., & Ishaya, G. (2010). Towards an efficient information systems development process and management: A review of challenges and proposed strategies. Journal of Software Engineering and Applications, 3(10), 983-989. 

This article examines the phases and methodologies found within the Systems Development Life Cycle (SDLC), and proposes a framework for establishing the crucial roles that participants must play during the SDLC.

Szydlowski, S., & Smith, C. (2009). Perspectives from nurse leaders and chief information officers on health information technology implementation. Hospital Topics, 87(1), 3-9. 

Qualitative research is used in this article to examine the trends, goals, outcomes, barriers, and mistakes that hospital leaders may experience when implementing health information technology systems.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: Systems analysis. Baltimore, MD: Author.

Note: The approximate length of this media piece is 11 minutes.

The presenters in this week’s media presentation outline the stages involved when implementing a new technology system.

Optional Resources

Burgess, L., & Sargent, J. (2007). Enhancing user acceptance of mandated mobile health information systems: The ePOC (electronic Point-Of-Care Project) experience. Studies in Health Technology and Informatics, 129(Pt 2), 1088-1092. HIT Projects and Decision Makers

How do you know when CBT is an appropriate therapeutic approach

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The Assignment

In a 1- to 2-page paper, address the following:

  • Briefly describe how cognitive behavioral      therapy (CBT) and rational emotive behavioral therapy (REBT) are similar.
  • Explain      at least three differences between CBT and REBT. Include how these      differences might impact your practice as a mental health counselor.
  • Explain      which version of cognitive behavioral therapy you might use with clients      and why. Support your approach with evidence-based literature. (Please use APA formanting Introduction, summary References, ) How do you know when CBT is an appropriate therapeutic approach

Week 4: Cognitive Behavioral Therapy

When first introduced, cognitive behavioral therapy (CBT) was unlike any other therapeutic approach. For years, psychotherapeutic techniques were driven by psychoanalytic theories. These techniques were time consuming, leaving many therapists frustrated with the length of time involved in helping their clients achieve a sense of relief. With the development of CBT, however, therapists were able to help their clients heal more quickly. This poses the questions: If CBT is more efficient than other techniques, why isn’t it used with all clients? How do you know when CBT is an appropriate therapeutic approach?

This week, as you examine cognitive behavioral therapy and its appropriateness for clients, you compare it to rational emotive behavioral therapy. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients.

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Photo Credit: Clayton Rohner/Creatas Video/Getty Images

Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

· Chapter 8, “Cognitive Behavioral Therapy” (pp. 313–346)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

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

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net. How do you know when CBT is an appropriate therapeutic approach

Note: For this week, view Behavior Therapy and Cognitive-Behavioral Therapy only. You will access this media from the Walden Library databases.

Beck, A. (1994). Aaron Beck on cognitive therapy [Video file]. Mill Valley, CA: Psychotherapy.net.

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 50 minutes

Eysenck, H. (n.d.). Hans Eysenck on behavior therapy [Video file]. Mill Valley, CA: Psychotherapy.net.

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 50 minutes.

Optional Resources

Ellis, A. (2012). Albert Ellis on REBT [Video file]. Mill Valley, CA: Psychotherapy.net.

Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 50 minutes.

Assignment 1: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory

While cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) have many similarities, they are distinctly different therapeutic approaches. When assessing clients and selecting one of these therapies, you must recognize the importance of not only selecting the one that is best for the client, but also the approach that most aligns to your own skill set. For this Assignment, as you examine the similarities and differences between CBT and REBT, consider which therapeutic approach you might use with your clients.

Learning Objectives

Students will:

· Compare cognitive behavioral therapy and rational emotive behavioral therapy

· Recommend cognitive behavioral therapies for clients

To prepare:

· Review the media in this week’s Learning Resources.

· Reflect on the various forms of cognitive behavioral therapy.

The Assignment

In a 1- to 2-page paper, address the following:

· Briefly describe how cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) are similar.

· Explain at least three differences between CBT and REBT. Include how these differences might impact your practice as a mental health counselor.

· Explain which version of cognitive behavioral therapy you might use with clients and why. Support your approach with evidence-based literature.

Note:  The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm ). All papers submitted must use this formatting. How do you know when CBT is an appropriate therapeutic approach

Importance of their role as advocate for improving health care delivery

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I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT..BETWEEN 100-120 WORDS

Choose one legislator on the state or federal level who is also a nurse, and discuss the importance of their role as advocate for improving health care delivery. What specific bill(s) have they sponsored or supported that has/have influenced health care?

Nurses that have gone on to become legislators “approach the job from the perspective of a nurse, nurse legislators can represent the interests of their colleagues in a way that no one else can” (Larson, 2016, para. 5).

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Lois Capps, RN, served as a U.S. Representative for California’s 24th congressional district from 1998 to 2017. She has been a passionate advocate for nurses and has raised awareness about the ways nurses improve health care for all (McCutcheon, 2015). She has made many contributions on behalf of nurses and to the improvements in health care. Her retirement from Congress will surely produce a void in her absence. Through several sessions of congress, Capps was very active in and sponsored a bill that was backed by the ANA that would “improve the health, safety, and outcomes for patients by ensuring sufficient nurse staffing in hospitals” (McCutcheon, 2015, para. 3). Capps sponsored The Registered Nurse Safe Staffing Act requiring hospitals to establish a panel to develop unit-by-unit flexible nurse staffing plans based on several determining factors and this panel was to be made up with a majority of RNs. She also was instrumental in the enactment of the Nurse Reinvestment Act in 2002 to fund nursing education and development of workforce (McCutcheon, 2015).  Importance of their role as advocate for improving health care delivery

Above all, Lois Capps, performed her work in Congress, with a smile and much kindness, which is not a common thing seen in a divided Congress as we have now.

References:

Larson, J. (2016). Nurse Legislators: Representing Health Care in State Government. Retrieved September 26, 2017, from https://www.americanmobile.com/mobile/NZArticle/?articeld=2193

McCutcheon, S. (2015, April 17). ANA praises retiring U.S. Rep. Capps for advocacy for RNs, public health. Retrieved September 26, 2017, from http://www.theamericannurse.org/2015/04/17/ana-praises-retiring-u-s-rep-capps-for-advocacy-for-rns-public-health Importance of their role as advocate for improving health care delivery

How does Nevada compare nationwide when it comes to the data sets

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Complete the HRSA Data Warehouse Website Activity.

  1. Read about the HRSA Data Warehouse and what it does here: https://datawarehouse.hrsa.gov/about/abouthdw.aspx
  2. Watch the “By Geography Training” tutorial found at the following link: http://datawarehouse.hrsa.gov/resources/tutorials.aspx/
  3. Explore some data by selecting Clark County, Nevada using the Data by Geograhy tool here: http://datawarehouse.hrsa.gov/.  How does Nevada compare nationwide when it comes to the data sets
  4. Next use the HRSA Fact Sheets tool located under the same link to look up HRSA’s activities in HHS regions, states, counties, and congressional districts and compare the data to the Clark County, Nevada data you found using your geography results. Analyze the data included in the fact sheets. Consider the data sets found in the fact sheets. How does Nevada compare nationwide when it comes to the data sets? What about Clark County?
  5. Complete a new search using the Data for Geography tool for your state and county. Compare the results of your query to your Clark County, Nevada search.
  6. Identify HRSA program resources for HIV/AIDS in your state and county (Miami, Florida) . What are they? How many clinics are funded by HRSA?

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Write a two-page paper reflecting on the data you collected and analyzed. How will this data warehouse be useful to you as a professional nurse? Your paper should be at least two pages in length, in APA format, typed in Times New Roman with 12-point font, and double-spaced with 1” margins. How does Nevada compare nationwide when it comes to the data sets

Describe key signs and symptoms that were consistent with a sexually transmitted infection (STI) versus a non-STI related infection

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ASSGINMENT PART 2 (Journals 4, 5 & 6)

(1). Assignment Practicum – 

Journal Entry 4 – (Vaginal Discharge).

Reflect on a patient who presented: 

1. with a vaginal discharge during your Practicum Experience. 2. 

2. Describe key signs and symptoms that were consistent with a sexually transmitted infection (STI) versus a non-STI related infection.  

3. If you diagnosed the patient with an STI, describe your experience in telling the patient that she had an STI, as well as the patient’s reaction to the diagnosis. 

4. Explain how the diagnosis might impact the patient’s life short-term and long-term. 

5. Include an explanation of the patient’s medical history, drug therapy and treatments, and follow-up care. If you did not have an opportunity to evaluate a patient, you may select a related case study from a reputable source. Describe key signs and symptoms that were consistent with a sexually transmitted infection (STI) versus a non-STI related infection

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(2). Assignment: Practicum – 

Journal Entry 5 (Choose a TOPIC of your choice from the 3).

Reflect on a patient who presented:

1. with endometriosis, ovarian cysts, or amenorrhea during your Practicum Experience. (Choose one d/o).

2. Describe the patient’s personal and medical history, drug therapy and treatments, and follow-up care. 

3. Then, explain how treatment modalities differ for endometriosis, ovarian cysts, and amenorrhea, as well as the implications of these differences when diagnosing and treating patients. 

4. If you did not have an opportunity to evaluate a patient, you may select a related case study from a reputable source.

(3). Assignment Practicum –

Journal Entry –  6

(Breast Condition).

Reflect on a patient who presents with:

1. with a breast condition during your Practicum Experience. 

2. Describe the patient’s personal and medical history, drug therapy and treatments, and follow-up care. 

3. Then, explain your patient education strategies for patients with or at risk of breast conditions. 

4. Include a description of how you might teach patients to perform breast self-examinations. 

5. If you did not have an opportunity to evaluate a patient with this background during the last six weeks, you may select a related case study from a reputable source. Describe key signs and symptoms that were consistent with a sexually transmitted infection (STI) versus a non-STI related infection

Instruction:

 There are 3 individual Journal Assignments here:

This Home Work is DUE on Monday. OCT. 9th.2017.

1. No plagiarism what so ever.

2. ALL work APA format.

3. A scholarly written work from a grad; preferably a NURSE.

4. Must address EACH number by paragraph.

5. Use 4 to 5 sources/reference on EACH journal; must be from reputable sources.

Here are some recommended sources use.

Schuiling, K. D., & Likis, F. E. (2017). Women’s gynecologic health (3rd ed.). Burlington, MA: Jones and Bartlett Publishers.

Tharpe, N. L., Farley, C., & Jordan, R. G. (2017). Clinical practice guidelines for midwifery & women’s health (5th ed.). Burlington, MA: Jones & Bartlett Publishers.

Centers for Disease Control and Prevention. (2012b). Women’s health. Retrieved from http://www.cdc.gov/women/

National Institutes of Health. (2012). Office of Research on Women’s Health (ORWH). Retrieved from http://orwh.od.nih.gov/

U.S. Department of Health and Human Services. (2012a). Womenshealth.gov. Retrieved from http://www.womenshealth.gov/

(3). Assignment: Practicum – 

Journal Entry 6 – (Breast Condition)

(3). Assignment: Practicum – 

Journal Entry 6 – (Breast Condition). Describe key signs and symptoms that were consistent with a sexually transmitted infection (STI) versus a non-STI related infection

The utility and applicability of the findings to nursing practice

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Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment. In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study. Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper. 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 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. Research Critique Guidelines To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment. Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your responses. Qualitative Study Background of Study: • Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem. • How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem. • Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims. • List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. • Were the purpose and research questions related to the problem? Method of Study: • Were qualitative methods appropriate to answer the research questions? • Did the author identify a specific perspective from which the study was developed? If so, what was it? • Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include? • Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study. • Did the author evaluate or indicate the weaknesses of the available studies? • Did the literature review include adequate information to build a logical argument? • When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings? Results of Study • What were the study findings? • What are the implications to nursing? • Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing? Ethical Considerations • Was the study approved by an Institutional Review Board? • Was patient privacy protected? • Were there ethical considerations regarding the treatment or lack of? Conclusion • Emphasize the importance and congruity of the thesis statement. • Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice. • Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. • Integrate a summary of the knowledge learned. Quantitative Study Background of Study: • Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem. • How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem. • Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims. • List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. • Were the purpose and research questions related to the problem? Methods of Study • Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify? • Was informed consent obtained from the subjects or participants? • Did it seem that the subjects participated voluntarily in the study? • Was institutional review board approval obtained from the agency in which the study was conducted? • Are the major variables (independent and dependent variables) identified and defined? What were these variables? • How were data collected in this study? • What rationale did the author provide for using this data collection method? • Identify the time period for data collection of the study. • Describe the sequence of data collection events for a participant. • Describe the data management and analysis methods used in the study. • Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis? • What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses? Results of Study • What is the researcher’s interpretation of findings? • Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings? • What limitations of the study were identified by researchers? • Was there a coherent logic to the presentation of findings? • What implications do the findings have for nursing practice? For example, can the findings of the study be applied to general nursing practice, to a specific population, or to a specific area of nursing? • What suggestions are made for further studies? Ethical Considerations • Was the study approved by an Institutional Review Board? • Was patient privacy protected? • Were there ethical considerations regarding the treatment or lack of? Conclusion • Emphasize the importance and congruity of the thesis statement. • Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice. • Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. • Integrate a summary of the knowledge learned.  

How well do age, educational attainment, employment, abuse, and poor health predict depression

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Linear Regression Exercises Due 10/13/17 by 10 pm

Simple Regression

Research Question: Does the number of hours worked per week (workweek) predict family income (income)? 

Using Polit2SetA data set, run a simple regression using Family Income (income) as the outcome variable (Y) and Number of Hours Worked per Week (workweek) as the independent variable (X). When conducting any regression analysis, the dependent (outcome) variables is always (Y) and is placed on the y-axis, and the independent (predictor) variable is always (X) and is placed on the x-axis. 

Follow these steps when using SPSS:

1. Open Polit2SetA data set. 

2. Click on Analyze, then click on Regression, then Linear.

3. Move the dependent variable (income) in the box labeled “Dependent” by clicking the arrow button. The dependent variable is a continuous variable. 

4. Move the independent variable (workweek) into the box labeled “Independent.” 

5. Click on the Statistics button (right side of box) and click on Descriptives, Estimates, Confidence Interval (should be 95%), and Model Fit, then click on Continue.

6. Click on OK. 

Assignment: Through analysis of the SPSS output, answer the following questions. Answer questions 1 – 10 individually, not in paragraph form

1. What is the total sample size?

2. What is the mean income and mean number of hours worked? 

3. What is the correlation coefficient between the outcome and predictor variables? Is it significant? How would you describe the strength and direction of the relationship?

4. What it the value of R squared (coefficient of determination)? Interpret the value.

5. Interpret the standard error of the estimate? What information does this value provide to the researcher? 

6. The model fit is determined by the ANOVA table results (F statistic = 37.226, 1,376 degrees of freedom, and the p value is .001). Based on these results, does the model fit the data? Briefly explain. (Hint: A significant finding indicates good model fit.)

7. Based on the coefficients, what is the value of the y-intercept (point at which the line of best fit crosses the y-axis)? 

8. Based on the output, write out the regression equation for predicting family income.

9. Using the regression equation, what is the predicted monthly family income for women working 35 hours per week? 

10. Using the regression equation, what is the predicted monthly family income for women working 20 hours per week? 

For this assignment, answer question 1 through 10 individually. DO NOT ANSWER IN PARAGRAPH FORM.

Multiple Regression

Assignment: In this assignment we are trying to predict CES-D score (depression) in women. The research question is: How well do age, educational attainment, employment, abuse, and poor health predict depression?

Using Polit2SetC data set, run a multiple regression using CES-D Score (cesd) as the outcome variable (Y) and respondent’s age (age), educational attainment (educatn), currently employed (worknow), number, types of abuse (nabuse), and poor health (poorhlth) as the independent variables (X). When conducting any regression analysis, the dependent (outcome) variables is always (Y) and is placed on the y-axis, and the independent (predictor) variable is always (X) and is placed on the x-axis. 

Follow these steps when using SPSS:

1. Open Polit2SetC data set. 

2. Click on Analyze, then click on Regression, then Linear.

3. Move the dependent variable, CES-D Score (cesd) into the box labeled “Dependent” by clicking on the arrow button. The dependent variable is a continuous variable. 

4. Move the independent variables (age, educatn, worknow, and poorhlth) into the box labeled “Independent.” This is the first block of variables to be entered into the analysis (block 1 of 1). Click on the bottom (top right of independent box), marked “Next”; this will give you another box to enter the next block of indepdent variables (block 2 of 2). Here you are to enter (nabuse). Note: Be sure the Method box states “Enter”. 

5. Click on the Statistics button (right side of box) and click on Descriptives, Estimates, Confidence Interval (should be 95%), R square change, and Model Fit, and then click on Continue.

6. Click on OK. 

Assignment: (When answering all questions, use the data on the coefficients panel from Model 2). Answer questions 1 – 5 individually, not in paragraph form

1. Analyze the data from the SPSS output and write a paragraph summarizing the findings. (Use the example in the SPSS output file as a guide for your write-up.)

2. Which of the predictors were significant predictors in the model? 

3. Which of the predictors was the most relevant predictor in the model? 

4. Interpret the unstandardized coefficents for educational attainment and poor health.

5. If you wanted to predict a woman’s current CES-D score based on the analysis, what would the unstandardized regression equation be? Include unstandardized coefficients in the equation. 

For this assignment, answer question 1 through 5 individually. DO NOT ANSWER IN PARAGRAPH FORM.

Required Readings

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

  • Chapter 24, “Using      Statistics to Predict”

This chapter asserts that predictive analyses are based on probability theory instead of decision theory. It also analyzes how variation plays a critical role in simple linear regression and multiple regression.

Statistics and Data Analysis for Nursing Research

  • Chapter 9, “Correlation and      Simple Regression” (pp. 208–222)

This section of Chapter 9 discusses the simple regression equation and outlines major components of regression, including errors of prediction, residuals, OLS regression, and ordinary least-square regression.

  • Chapter 10, “Multiple      Regression”

Chapter 10 focuses on multiple regression as a statistical procedure and explains multivariate statistics and their relationship to multiple regression concepts, equations, and tests.

  • Chapter 12, “Logistic      Regression”

This chapter provides an overview of logistic regression, which is a form of statistical analysis frequently used in nursing research.

Optional Resources

Walden University. (n.d.). Linear regression. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_linear_regression.html