Situation in which a nursing administrator demonstrated or did not demonstrate emotional intelligence when managing a situation

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The patient in 4D had been admitted for multidrug resistant pneumonia. Given her advanced age and a host of other medical problems, the outlook was dire. Over the weeks she and the night nurse had struck up something of a friendship. Other than that she had no visitors, not a soul listed to notify in case of death, and no known friends or relatives. As he dropped by on his night rounds, the nurse was her only visitor, and the visits were limited to the short conversations she could manage. Now her vital signs were failing, and the nurse recognized that the patient in 4D was near death. So he tried to spend every spare minute on his shift in her room, just being present. He was there to hold her hand during her last moments of life. How did his supervisor respond to this gesture of human kindness? 

—Goleman, 2006, p. 252

How do aspects of emotional intelligence relate to leadership and management success? Does an effective leader–manager have to be emotionally sensitive and literate? Why or why not?

ReferenceGoleman, D. (2006). Social intelligence: The revolutionary new science of human relationships. New York, NY: Bantam Dell.

To Prepare

  • Following the passage above, Goldman continues on to explain that the nurse supervisor reprimanded the nurse. Does this line up with what you were expecting? Why or why not?
  • Based on the information in the Learning Resources, think of a recent experience in your organization and consider how a nursing administrator demonstrated or failed to demonstrate emotional intelligence. How did this impact the outcome of the situation?
  • Reflect on your identified strengths and opportunities for growth related to emotional intelligence from the information in the Learning Resources. What surprises you about the concept of emotional intelligence? How would you rate your own emotional intelligence?

By Day 3

Post a description of a situation in which a nursing administrator demonstrated or did not demonstrate emotional intelligence when managing a situation. Explain how this may have impacted the outcome of the situation. Describe how you would handle the situation differently based on your own identified emotional intelligence strengths.

Major components of organizational structure and communication

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Think about a particular organization. How would you depict the reporting structure in this organization? What is the flow of communication and decision making between various people? Does the image in your mind match with one (or more) of the organizational structures discussed in this week’s Learning Resources? Why or why not?

For anyone working in a health care setting, looking at the organizational chart can provide useful information about the context that affects daily practice as well as the achievement of longer term goals. For managers, understanding the structure and dynamics portrayed in such a chart—as well as those that may be missing—is especially important.

For this Discussion, you analyze an organizational chart from the point of view of nursing management.

To prepare:

  • Obtain a copy of an organizational chart which does not have a shared governance model.
  • Obtain a copy of an organizational chart from a magnet hospital. You can find a list of current magnet-recognized hospitals at http://www.nursecredentialing.org/Magnet/FindaMagnetFacility  
  • Examine both organizational charts through the lens of management (i.e., think about the responsibilities and concerns that you, as a manager, may have).
  • Review  Marquis and Huston (2015) page 279, Display 12.5 The 14 Forces of Magnetism for Magnet Hospital Status and Learning Exercise 12.4
  • Think about how the organizational charts align?
  • Think about how communication actually occurs at your organization.

By Day 3

Post and Compare and contrast the organizational chart you identified to the shared governance model on Marquis and Huston (2015, p. 277).  Consider major components of organizational structure and communication such as centrality and decentralization.  Describe at least five of the “forces of magnetism” and compare how the magnet and non-magnet organizations meet them or need improvement in these areas (Marquis & Huston, 2015, p. 279, Display 12.5). 

The characteristics of preventive health programs that lead to successful outcomes

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FOR “PROFESSOR GEEK”

One strategy that has proven effective for improving population health outcomes is screening. Screening programs for breast, cervical, prostate, and colon cancer allow for early detection and treatment, thereby improving health outcomes. Advocates of early screening programs have sought to inform populations at risk of the value of participating in early screening.

Consider the following examples: In Florida, mobile mammography units have reached out to uninsured women and provided free mammograms. In Maryland, Wellmobiles go out into the community to provide primary and preventive health care services to geographically underserved communities and uninsured individuals across the state. Many such programs are available for individuals to participate in screening, regardless of ability to pay.

In this Assignment, you will evaluate the characteristics of preventive health programs that lead to successful outcomes.

To prepare:

•   Review the article “Improving Female Preventive Health Care Delivery Through Practice Change” found in this week’s Learning Resources. Consider why the Every Woman Matters program was not effective in meeting its goals.

•   Using the Walden Library and other credible websites, identify at least two successful advocacy programs for early cancer screening and evaluate the characteristics that made them effective based on the evidence presented in the article or website.

To complete:

Write a 3- to 5-page paper that includes the following:

•   Summarize the Every Woman Matters program and how the issue of women’s preventive health care was approached. Analyze possible reasons the program was ineffective.

Summarize the characteristics at least two prevention programs that advocate for early screening, describing what made them successful.

If you were the nurse leader in charge of developing a follow-up to the Every Woman Matters program, what strategies would you propose for creating a more effective prevention program?

•   Kovner, A. R., & Knickman, J. R. (Eds.). (2011). Health care delivery in the United States (Laureate Education, Inc., custom ed.). New York, NY: Springer Publishing.

                        Chapter 7, “Health and Behavior” (pp. 125–129)

                        This chapter discusses the role of behavior on health and describes behavioral risk factors and potential community-based interventions.

•   Backer, E. L., Geske, J. A., McIlvain, H. E., Dodendorf, D. M., & Minier, W. C. (2005). Improving female preventive health care delivery through practice change: An Every Woman Matters study. Journal of the American Board of Family Practice, 18(5), 401–408.

•   Retrieved from the Walden Library databases.

•    

•   This article informs the Assignment as an example of a health program that was not successful. You will conduct additional research on this topic to determine current advocacy programs that have been more effective.

•   Hancock, C., & Cooper, K. (2011). A global initiative to tackle chronic disease by changing lifestyles. Primary Health Care, 21(4), 24–26.

•   Retrieved from the Walden Library databases.

•    

•   This article details the efforts of the C3 Collaborating for Health charity. In particular, C3 focuses on minimizing the risk factors of poor dieting, smoking, and low physical activity.

•   Schwartz, S. M., Ireland, C., Strecher, V., Nakao, D., Wang, C., & Juarez, D. (2010). The economic value of a wellness and disease prevention program. Population Health Management, 13(6), 309–317.

•   Retrieved from the Walden Library databases.

•    

•   The authors of this article detail a study that sought to determine the economic consequences of a disease prevention program conducted by the Hawaii Medical Service Association.

•   Tengland, P. (2010). Health promotion and disease prevention: Logically different conceptions? Health Care Analysis, 18(4), 323–341.

•   Retrieved from the Walden Library databases.

•    

This article investigates the differences and causal connections between health promotion and disease prevention.

Maintaining the Family’s Health

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Family Analysis Project Submit by 2359 Saturday of Module 5. NOTE: You will create and upload an original Word file for this assignment instead of typing directly into this document. Overview Select one (1) family based on personal/professional acquaintance, to complete a comprehensive, written assessment/analysis using the criteria listed below (based on class notes and readings). DO NOT use your family of orientation (family of origin) or your nuclear (conjugal) family. (For definitions, see the Glossary of Terms in Friedman et al, Family Nursing textbook. Objectives • Examine the impact of functional patterns and role structure on the family. • Examine family relationships and communication patterns. • Identify influences on family health promotion. N3352 Legacy of the Family ©2013 University of Texas at Arlington Page 2 of 5 Grading Rubric Family Analysis Project Target 60 points max Acceptable At least 42 points Unacceptable Less than 42 points Introduction (5 points) Introduction is present and forecasts content of the paper. (4-5 points) Introduction is present and forecasts the content of the paper. (3-4 points) Introduction is present. (0-1 point) Description of Nuclear Family or Variant Family Form (8 points) Comprehensive description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage (7-8 points) Adequate description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage (4-6 points) Minimal description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage. Some elements may be missing. (0-3 point) Sociocultural Data: Cultural/Ethnic Asessment; Social Class Status (5 points) Comprehensive description of the sociocultural data, including an assessment of cultural/ethnic and social class status (4-5 points) Adequate description of the sociocultural data, including an assessment of cultural ethnic and social class status (2-3 points) Minimal description of the sociocultural data, including an assessment of cultural ethnic and social class status (0-1 point) Genogram & Ecomap (14 points) Genogram represents a minimum of 2 generations; Uses correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies family relationships inside the middle circle; Uses external circles to include representation from multiple formal and informal support systems; Identifies the nature of relationships between family members and support systems; Includes legend (12-14 points) Genogram represents only 1 generation; Uses mostly correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies family relationships inside the middle circle; Uses external circles to include representation from some formal and informal support systems; Identifies the nature of some of the relationships between family members and support systems; Includes legend (7-11 points) Genogram is incomplete; Uses some correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies some family relationships inside the middle circle; Uses external circles to include some representation from formal and informal support systems; Identifies the nature of a few of the relationships between family members and support systems; Includes legend. (0-6 points) ©2013 University of Texas at Arlington Page 3 of 5 N3352 Legacy of the Family Environment: Physical Setting (Home, Neighborhood, Community) (5 points) Clearly depicts the physical environment, including the home, neighborhood, and community. (4-5 points) Depicts some of the physical environment, including the home, neighborhood, and community. (2-3 point) Depicts some of the physical environment, including the home, neighborhood, and community. (0-1 point) Communication (5 points) Carefully describes the quality and methods of communication within the family (4-5 points) Generally describes some of the quality and/or methods of communication with the family (2-3 point) Inadequately describes some of the quality or methods of communication with the family (0-1 points) Power Structure: Hierarchy; Power Bases; Coalitions (5 points) Clearly explains the power structure within the family, including the power hierarchy, power bases, and coalitions (4-5 points) Adequately explains the power structure within the family, including the power hierarchy, power bases, and coalitions (2-3 point) Inadequately explains the power structure within the family, including the power hierarchy, power bases, and coalitions (0-1 points) Role Structure: Relationships (Formal & Informal) (5 points) Clearly describes the roles within the family and how they relate to one another, both formally and informally 4-5 (2 points) Adequately describes the roles within the family and how they relate to one another, both formally and informally (2-3 point) Inadequately describes the roles within the family and/or how they relate to one another (0-1 points) Values: Norms & Rules (5 points) Thoroughly explains the values of the family as demonstrated through its norms and rules (4-5 points) Adequately explains the values of the family as demonstrated through its norms and rules (2-3 point) Inadequately explains the values of the family as demonstrated through its norms and rules (0-1 points) Spiritual Activities (5 points) Thoroughly explains the spiritual activities of the family and their role in their lives (4-5 points) Adequately explains the spiritual activities of the family and their role in their lives (2-3 point) Inadequately explains the spiritual activities of the family and their role in their lives (0-1 points) Socialization: Child Rearing Practices; Intrafamily Support/Social Network; Recreational/ Leisure Activities (5 points) Carefully explains each aspect of socialization in the family unit as outlined to the left. (4-5 points) Explains some aspects of socialization in the family unit as outlined to the Left. (2-3. Points) Fails to explain some aspects of socialization in the family unit as outlined to the left. (0-1 points) ©2013 University of Texas at Arlington Page 4 of 5 N3352 Legacy of the Family Adaptation: Role Conflicts/ Overload/ Changes; Coping Strategies (Functional & Dysfunctional); ProblemSolving Skills (4 points) Effectively explains the adaptability of the family through its role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills (3-4 points) Attempts to explain the adaptability of the family through some of the following: handling of role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills (1-2 point) No attempt to explain the adaptability of the family through some of the following: handling of role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills (0-1 points) Health Care: a.Beliefs Regarding Health/ Illness b.Practices Including Promotion/ Prevention Efforts 5 points) Comprehensively covers the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (4-5 points) Adequately covers the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (2-3 points) Minimally covers some of the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (0-1 points) Interventions: a.Recommendations for Strengthening /Maintaining the Family’s Health b.Discuss Interventions Based on at Least One Theoretical Framework 1) Health Belief Model (textbook, pp. 431- 432) or 2) Health Promotion Model (pp. 432-434) (14 points) Completely outlines recommendations for strengthening/maintaini ng the family’s health and discusses interventions based on at least one theoretical framework from the Health Belief Model mentioned in the textbook (pp. 431-432) or from the Health Promotion Model (pp. 432-434) (12-14 points) Outlines recommendations for strengthening/maintain the family’s health and discusses interventions based on at least one theoretical framework from the Health Belief Model mentioned in the textbook (pp. 431-432) or from the Health Promotion Model (pp. 432-434) (9-11 points) Offers a few recommendations for strengthening/ maintaining the family’s health and discusses a few interventions. (0-8 points) Summary/Conclusion (5 points) Includes summary and conclusion (4-5 points) Includes summary and conclusion (2-3 points) Missing summary and/or conclusion (0-1 points) Format, Length, and Quality of Writing (5 points) Accurately follows APA format, is within the required length, and is free of errors. (4-5 points) Mostly follows APA format, is within the required length, and has few errors. (2-3 points) Loosely follows APA format, is within the required length, and contains many errors. (0-1 point) ©2013 University of Texas at Arlington Page 5 of 5 N3352 Legacy of the Family Instructions Once you have selected the family to study, begin your analysis. Use the Rubric on the previous pages to guide your work. CONFIDENTIALITY ALERT! DO NOT USE LAST NAMES FOR FAMILIES THAT ARE PERSONAL OR PROFESSIONAL ACQUAINTANCES. USE INITIALS or FIRST NAMES ONLY. Address each criterion listed in the Rubric in sufficient depth to reflect the data you obtained, your analysis of the data, and your recommendations for interventions. Be sure to include specific examples to validate your analysis. You must use references (textbook, class notes, others), and these must be cited throughout your paper. Submit your analysis in formal writing, typed using APA format. The limit is six (6) content pages. Once your paper is complete, you will follow the on-screen instructions to upload the document into the system.

Quality improvement initiative

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In this assignment, you will select a program, quality improvement initiative, or other project from your place of employment. Assume you are presenting this program to the board for approval of funding. Write an executive summary (850-1,000 words) to present to the board, from which they will make their decision to fund your program or project. The summary should include:

  1. The purpose of the program or project.
  2. The target population or audience.
  3. The benefits of the program or project
  4. The cost or budget justification.
  5. The basis upon which the program or project will be evaluated.

Share your written proposal with your manager, supervisor or other colleague in a formal leadership position within a health care organization. Request their feedback using the following questions as prompts:

  1. Do you believe the proposal would be approved if formally proposed?
  2. What are some strengths and weaknesses of the proposal?

Submit the written proposal along with the “Executive Summary Feedback Form.”

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.

Needs to be 100% PLAGARISM FREE

The theory's application to nursing, and outcomes impacted nursing practice

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The research design must include a nursing theory, the theory’s application to nursing, and identify outcomes impacted nursing practice.

Assignment Criteria:

For this assignment:

Search the literature for one qualitative research study related to your area of research interest (i.e. non clinical or clinical practices).

Make sure the article has a nursing theory, the theory has been applied to the nursing environment, and has impacted nursing practice.

The article must be peer-reviewed articles within the last five years.

Identify the study’s methodology (qualitative) to complete the framework grid from Polit & Beck (2017) textbook. ATTACHED TEMPLATE

Only select one article that reflects the methodology required for this assignment.

You should be able to find the article’s method under the article’s section entitled “methodology.â€

You are required to critique one qualitative nursing research study (i.e. refer to Assignment Criteria #13 a).

The article will be critiqued using the framework grid from Polit & Beck (2017) textbook-TEMPLATE ATTACHED-YOU MUST USE!

Copy and paste the grid into a Word document. This will make it easy for you to add your typed comments into the grid.

This is a critique assignment which focuses on the analysis or your scholarly perspective of the publication. Support your scholarly opinion only with references/citations if further explanation is needed. Use the comment section of the grid to write your comments and any additional citation(s). Each comment cited from another source to support your analysis or scholarly perspective of the critiqued article will require a citation (i.e. Campbell, 2016) in the comment section. Each citation must be documented on the reference page of the assignment (i.e. In accordance with the 6thedition APA Manual).

Include the citation information associated with the one qualitative article used for this critique. The course faculty will retrieve the article for assignment review and grading

 

Write a summary of how the research data/findings are related to the researcher’s recommendations. This is a one page summary separate from the framework grid from Polit & Beck (2017) textbook.

Use APA format and appropriate level heading(s) (i.e. Level One and/or Level Two).

The criteria for analysis and critique of theories

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Nursing critique paper

For this project, you will select and critique a nursing theory of your choice.  You will:

  1. Write an original paper.
  2. Submit it to the dropbox for a grade based on the rubric.

The following are some conceptual models and theories you may choose from; however, you may choose any nurse theorist:

  • Florence Nightengale’s Environmental Model
  • Catherine Kolcaba’s Comfort Theory
  • Dorothy Johnson’s Behavioral System Model
  • Hildegard Peplau’s Interpersonal Process Theory
  • Dorothea Orem’s Self-Care Deficit Theory
  • Ida Jean Orlando’s Nursing Process
  • Sister Calista Roy’s Adaptation Model
  • Madeleine Leininger’s Theory of Culture Care Diversity and Universality
  • Jean Watson’s Nursing as Caring Theory
  • Margaret Newman’s Health Expanding Consciousness
  • Martha Roger’s Science of Unitary of Human Being
  • Abdellah’s Patient-Centered Approaches Theory

Steps to follow to do your critique:

  • You can visit the Fitne website to watch videos about the above mentioned theorist.
  • You can use the Internet to find a journal or articles that provides an analysis and critique of a theory of nursing as a resource to start working with your own critique. 
  • You need to login entering the following information: 
    • Username: medical center campus
    • Password: medical
    • Under the Nurse Theorists: Portraits of Excellence (Volume I) link select the theorist of your choice
    • On the left navigation area select a topic to view   
  • You must use the criteria for analysis and critique of theories in Chapter 1 of the George text book. 
  • You will select the link “Library Resources” found under the “NUR3846 – Library” tab (located on left-side of screen) to do your research and complete your literature review of the model/theory you selected.
  • You may physically visit the library in person as well, and ask for help from the library staff.

Your critique must have the following headings and follow APA Guidelines.

The use of information management tools and technologies to monitor and improve outcomes

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Preparation

Search the Capella library and the Internet for scholarly and professional peer-reviewed articles on medical technology used to manage patients post-hospitalization. You will need at least three articles to use as support for your work on this assessment.

Directions

Assume you work in a rural health care center. The facility just received a generous grant from a health care foundation. The funds from this grant must be used to acquire new technologies to foster better health outcomes for residents who live in remote areas. The Director of Nursing has formed a committee to research types of patient care technologies that are available to manage and monitor patients upon their release from care. You have been asked to look into the different types of technologies available for patients who are discharged from the hospital and cannot travel hundreds of miles for frequent follow-up appointments. You were also asked to provide evidence-based research to support your selections.

Write a 3–4 page report for the committee that provides your findings:

  • Summarize the issues facing rural health care providers’ efforts to deliver quality care.
  • Explain the use of information management tools and technologies to monitor and improve outcomes.
  • Recommend three new technologies that improve patient outcomes post-hospitalization, in rural settings.
  • Support your recommendations for new technologies with evidence-based research.

Format this report following current APA style, paying close attention to headings and subheadings, paragraph structure, and proper grammar, spelling, and punctuation.

Additional Requirements

Your report should meet the following criteria:

  • Contain between 750–1000 words (3–4 pages).
  • Include a minimum of 3 references. (These must be recent, from within the past five years.)
  • Be double-spaced in Times New Roman font, 12 point. 
  • apa format

How nursing’s philosophical foundations influence your nursing practice

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Assignment: Philosophy of Nursing

What is your philosophy when it comes to nursing? Which aspects of your philosophy do you think reflect the philosophical influences that have shaped the profession and are likely shared by other nurses? Which aspects of your philosophy reflect your personal values, beliefs, experiences, and unique perspective? How is your philosophy demonstrated through your practice?

This Assignment provides an opportunity for you to examine your philosophy of nursing within the context of the information presented this week.

To prepare:

  • Review the information presented in the Learning Resources with your own philosophy of nursing in mind. Focus on any new insights you gained from the readings and how they influence your philosophy.
  • Reflect on how philosophy influences scientific approaches or knowledge development in nursing.
  • Examine how positivism and post-positivism have influenced approaches to nursing science (including research methods) and nursing practice. Conduct additional research as necessary using credible websites and the Walden library.

By Thursday 06/08/17, write a 6- to 7-page APA paper with a minimum of 5 references from the list of required readings below that include the level one headings as numbered below:

1)       Introduction (must end with a purpose statement e.g. “the purpose of this paper is…”)

2)       Articulates your philosophy of nursing identifying the philosophical influences and summarizing how this week’s readings influenced your views/beliefs.

3)       Explains how nursing’s philosophical foundations influence your nursing practice and provides at least two specific examples.

4)       Answers the question: What is the relationship between philosophy and knowledge development? How is this evidenced in your nursing philosophy or practice?

5)       Outlines how positivism and post-positivism influences approaches to nursing science (including research methods) and nursing practice as well as your own personal philosophy.

6)       Conclusion (Summary of the paper)

Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from appropriate Learning Resources and additional scholarly sources as appropriate. Refer to the Publication Manual of the American Psychological Association to ensure that your in-text citations and reference list are correct.

Required Readings

McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.

Chapter 1, “Philosophy, Science, and Nursing”

 Chapter 1 introduces the scientific and philosophical foundations of nursing and how these contribute to knowledge development within the discipline of nursing.

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 1, “Discovering the World of Nursing Research”

 Chapter 1 introduces nursing research and discusses how science, theory, and philosophy all influence research.

Chapter 2, “Evolution of Research in Building Evidence-Based Nursing Practice”

 Chapter 2 reviews the history of nursing research beginning with the work of Florence Nightingale and examines the influence of nursing research today on evidence-based practice.

Moran, K., Burson, R., & Conrad, D. (2017). The doctor of nursing practice scholarly project: A framework for success (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 1, “Setting the Stage for the Doctor of Nursing Practice Scholarly Project”

Chapter 5, “The phenomenon of Interest”

Chapter 6, “Developing the Scholarly Project”

Isaacs, S., Ploeg, J., & Tompkins C. (2009). How can Rorty help nursing science in the development of a philosophical ‘foundation’? Nursing Philosophy, 10(2), 81-90. doi:10.1111/j.1466-769X.2008.00364.x

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

This article discusses the application of the Richard Rorty’s pragmatic philosophy to nursing practices and research.

Kinsella, E. A. (2010). Professional knowledge and the epistemology of reflective practice. Nursing Philosophy, 11(1), 3-14. doi:10.1111/j.1466-769X.2009.00428.x

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

 This article examines the philosophical underpinnings and epistemological assumptions of reflective practice in an effort to advance understanding for application in professional healthcare settings.

Mackay, M. (2009). Why nursing has not embraced the clinician-scientist role. Nursing Philosophy, 10(4), 287-296. doi:10.1111/j.1466-769X.2009.00416.x

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

 In this article, the role of the clinician-scientist and importance of clinical research for nursing is examined.

Persson, J. (2010). Misconceptions of positivism and five unnecessary science theoretic mistakes they bring in their train. International Journal of Nursing Studies, 47(5), 651-661. doi:10.1016/j.ijnurstu.2009.12.009

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

 This article discusses misconceptions of positivism and the implications of these misconceptions for nursing researchers.

Pesut, B., & Johnson, J. (2008). Reinstating the ‘Queen’: Understanding philosophical inquiry in nursing. Journal of Advanced Nursing, 61(1), 115-121. doi: 10.1111/j.1365 -2648.2007.04493.x

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

 This article provides an analysis of the use of philosophical inquiry within nursing research. The article identifies characteristics of philosophical inquiry as well as common tools used in this methodology.

Porter, S. (2001). Nightingale’s realist philosophy of science. Nursing Philosophy, 2(1), 14-25. doi:10.1046/j.1466-769X.2001.00029.x

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

 In this article, Florence Nightingale’s realist philosophy of science is compared to today’s dominant philosophy of positivism.

Optional Resources

Connor, M.J. (2004). The practical discourse in philosophy and nursing: An exploration of linkages and shifts in the evolution of praxis. Nursing Philosophy, 5(1), 54-66. doi:10.1111/j.1466-769X.2004.00159.x

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

Chou, M., & Lee, L. (2007). Initial formation of nursing philosophies following fundamental clinical practice: The experience of male nursing students. Journal of Nursing Research, 15(2), 127-137.

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

Effken, J. (2007). The informational basis for nursing intuition: Philosophical underpinnings. Nursing Philosophy, 8(3), 187-200.

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

Mantzoukas, S., & Jasper, M. (2008). Types of nursing knowledge used to guide care of hospitalized patients. Journal of Advanced Nursing, 62(3), 318-326. doi: 10.1111/j.1365-2648.2007.04587.x

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

Mills, J., Chapman, Y., Bonner, A., & Francis, K. (2007). Grounded theory: A methodological spiral from positivism to postmodernism. Journal of Advanced Nursing, 58(1), 72-79. doi: 10.1111/j.1365-2648.2007.04228.x

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

Persson, J., & Sahlin, N. (2008). A philosophical account of interventions and causal representation in nursing research. International Journal of Nursing Studies, 46(4), 547-556. doi: 10.1016/j.ijnurstu.2008.11.008

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

 Trochim, W. (2006). Research methods knowledge base: Positivism & post-positivism. Retrieved from http://www.socialresearchmethods.net/kb/positvsm.php

The current clinical practice based problem

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For this assignment develop a scholarly paper that includes the following criteria: 2-3 pages

1. Select a relevant clinical practice based problem/topic.

2. Describe the current clinical practice based problem/topic and include

·Population of interest

·Background information

3. Search the literature for four (4) evidence-based interventions on the problem/topic of interest. The literature can be individual studies or systematic reviews. A systematic review counts as one (1) intervention. If using a systematic review, report on the review, not on the studies identified in the review. The studies must be within the discipline of nursing (not medicine). All of the studies MUST be intervention studies. Review what constitutes an intervention study.

  • identify the databases (e.g., CINAHL, Medline) and key terms used in initiating the collective search for all of the studies (not each study)
  • ·         Describe evidence found in the literature

4. Write the PICOT question in sentence form using the following format. The question must reflect an issue or intervention within the discipline of nursing (not medicine). This means the question must be about something nurses have authority over, not something that is prescribed and/or carried out by physicians or another discipline. Interdisciplinary interventions are encouraged. An example of a PICOT Question and PICOT template can be found on Appendix A or the accompanying Melynk & Fineout-Overholt (2014) 3rd edition text online.

·         P = Population –who does this problem primarily effect (i.e. Nurses, patients, families, etc.)?

·         I = Intervention or issue interest –what is the proposed intervention identified in the literature as best practice?

·         C = Comparison intervention or comparison group –what is the current practice? Compare the best practice intervention identified in the literature with the current practice.

·         O= Outcome –how would you determine if the change/implementation has been effective?

·         T = Time –how long would the new change/intervention need to be in effect before you anticipate evaluating the outcome?

5. 2-3 pages

6. Include level 1 and level 2 headings, an introductory paragraph, purpose statement and a conclusion.

7. Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’).

8. Four (4) references from professional peer-reviewed nursing journals to support the paper. References should be from scholarly peer-reviewed journals (review in Ulrich Periodical Directory) and be less than five (5) years old.

9. APA 6th edition format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations)