NURS6351 Discussion Response #1: Advancement as a Nurse Educator

Respond to the discussion #1 below using the following approaches:

1. Ask a probing question, substantiated with additional background information or research.
2. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
3. Validate an idea with your own experience and additional resources.

Discussion #1

Having chosen nursing education as my professional pathway, I hope to obtain professional achievement and contributions. Contributions that I hope to make as a role of the nurse educator would be helping to empower and positively impact the student with whom I work. I want to maintain a professional yet approachable attitude with my students and hope that my expertise will influence a positive social change. Achieving professional growth can only come with time, exposure and practice. A novice educator can only observe these areas initially and hope to apply learned information in future experiences. The nursing profession will always be an area of evidence-based change in society; therefore considering opportunities to help influence build and advance ones role and aid in the development as a nurse educator is imperative. Halstead states that “You cannot achieve excellence in teaching or practice or both without immersing yourself in scholarly evidence and using the evidence to inform actions you take as a teacher or practitioner” (p.121). To be a scholar there are many ways to achieve this goal but utilizing research to obtain evidence-based material to help compliment educational experiences will support the intended outcome.

As mentioned in prior discussion boards, taking the time to identify those who empower and impact novice educator is important to our long term success. A strategy I would take would be to identify the key players who support and motivate others in similar working environments. Once identified, I would then capitalize on their strengths, observe their weaknesses and apply the positive learned information when educating future students.

Steps that I may take the further my career and continue to grow in the years ahead include obtaining advanced degrees including my doctorate. Becoming a scholar and publish materials that influence the medical world and participating in the development of programs of new research is something I hope to accomplish. In addition, building on certifications including the International Board of Lactation Consultants Examiners (IBLCE) will help support my own education and utilizing that advanced knowledge when educating future patients/students. I would hope that the presenter honoring my accomplishments in 2035 would describe me as a change agent who is positive, motivated, organized and strives to make changes in the world of nursing. My students would describe me as approachable, professional, respectable, and a mentor for their future endeavors. Palmer (2007) states “an educational program that emerges from a continuing collaboration of administrators, faculty, and students is much more likely to produce new professionals than ones that leave students disempowered” (p.212). This statement impacted my reading in such that the job cannot be done by just one individual but that of a team that is cohesive in achieving a common goal. That goal is professional, self directed, motivated engaged participants in the medical field.

I hope my legacy in the profession of nursing reveals me as being a change agent exuding positivity and empowerment for those not only in the educational forum but in the medical arena as well.

Halstead, J.A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.

Palmer, P.J. (2007). The courage to teach: Exploring the inner landscape of the teacher’s life. San Francisco, CA: Jossey-Bass.

Reminders:

1. 1 page only
2. Put APA format citations
3. At least 3 references (APA format)… Articles must be 2011 to 2016.

Required Readings

Halstead, J. A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.

· Chapter 6, “Developing Your Identity as a Scholar” (pp. 121–142)

· Chapter 7, “Determining Your Service Commitment” (pp. 143–159)

· Chapter 8, “Planning Your Career Trajectory” (pp. 161–181)

In Chapters 6 and 7, the authors examine two essential focus areas that round out a nurse educator’s teaching responsibilities: scholarship and service. In Chapter 8, they present suggestions for developing professional pathways and documenting accomplishments.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

· Chapter VII, “Divided No More: Teaching from a Heart of Hope” (pp. 169–190)

· Afterword, “The New Professional: Education for Transformation” (pp. 191–214)

In Chapter VII, Palmer addresses the opportunities and challenges of reforming education. In the Afterword, she examines how professionals can be prepared to enact change.

Banfield, V., Fagan, B., & Janes, C. (2012). Charting a new course in knowledge: Creating life-long critical care thinkers. Dynamics, 23(1), 24–28.
Retrieved from the Walden Library databases.

The authors examine the use of team-based learning to promote critical thinking.

Lee, D., Paulus, T., Loboda, I., Phipps, G., Wyatt, T. H., Myers, C. R., & Mixer, S. J. (2010). A faculty development program for nurse educators learning to teach online. Linking Research & Practice to Improve Learning, 54(6), 20–28.
Retrieved from the Walden Library databases.

This article examines a faculty development program designed to prepare nurse educators for online teaching. The authors describe the conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation.

McNeal, G. J. (2012). The nursing faculty shortage. The ABNF Journal, 23(2), 23.
Retrieved from the Walden Library databases.

This article addresses how poor compensation, an aging faculty workforce, faculty workload, lack of diversity, and inadequate preparation contribute to a shortage of nursing educators.

Russell, B. C. (2010). Stress in senior faculty careers. New Directions for Higher Education, 151.
Retrieved from the Walden Library databases.

The author examines career satisfaction among senior faculty members. As you read this article, consider how and why this information is applicable to novice nurse educators.

Thoun, D. (2009). Toward an appreciation of nursing scholarship: Recognizing our traditions, contributions, and presence. Journal of Nursing Education, 48(10), 552–55
Retrieved from the Walden Library databases.

The author examines scholarship in nursing educators’ work.

Cash, P. A., Doyle, R. M., von Tettenborn, L., Daines, D., & Faria, V. (2011). Working with nurse educators’ collective wisdom: Implications for recruitment and retention. Nursing Economics, 29(5), 257–264. Retrieved from http://nursing.uw.edu/sites/default/files/files/U3-Article-Working_with_Nurse_Educators_Collective_Wisdom-Implications_for_Recruitment_and_Retention.pdf

The authors examine experiences in and characteristics of work environments that contribute to nurse educator recruitment and retention.

Monster. (2013). Sample résumés for nurses. Retrieved from http://career-advice.monster.com/resumes-cover-letters/resume-samples/nurse-sample-resumes/article.aspx

Monster.com provides information related to the job search process. You may wish to view the résumé samples as you develop your résumé.

Anthony, J. (2013). 10 tips for writing a professional résumé. Retrieved from http://www.haceonline.org/resources/10-tips-writing-professional-résumé

Building an effective résumé is key to securing a desired position. This article presents tips for résumé writing.

Rockport Institute. (2012). How to write a masterpiece of a résumé—Part 1. Retrieved from http://www.rockportinstitute.com/resumes

This resource provides foundational information for developing your résumé.

Required Media
Laureate Education (Producer). (2013a). Achieving professional growth [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 17 minutes.

In this media presentation, Dr. Dorothy Powell and Beth Phillips reflect on their journeys as nurse educators. They share strategies for advancing in the nursing profession as well as lessons learned and advice for future nursing leaders.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.

Chapter VI, “Learning in Community: The Conversation of Colleagues” (pp. 145–167)
In this chapter, Palmer explores the value of learning with and from others, by watching others teach and by talking with one another about teaching.

Faiman, B. (2011). Overview and experience of a nursing e-mentorship program. Clinical Journal of Oncology Nursing, 15(4), 418–423.
Retrieved from the Walden Library databases.

The author examines the use of technology for nursing mentorship, and concludes that attention to learning styles and levels of education should be given in such programs.

Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the intergenerational context. International Journal of Nursing Education Scholarship, 9(1), 1–23.
Retrieved from the Walden Library databases.

This article presents a study of how generational differences can lead to diverging expectations and affect student-preceptor interactions.

Girot, E., & Rickaby, C. (2009). Evaluating the role of mentor for advanced practitioners: An example from community matrons in England. Learning in Health & Social Care, 8(1), 1–12.
Retrieved from the Walden Library databases.

In this article, the authors examine a study conducted on a mentorship program. They address how differing expectations and types of support influenced outcomes.

Happell, B. (2009). A model of preceptorship in nursing: Reflecting the complex functions of the role. Nursing Education Perspectives, 30(6), 372–376.
Retrieved from the Walden Library databases.

In this article, the author proposes a model of preceptorship to maximize learning and satisfaction.

Luhanga, F. L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. International Journal of Nursing Education Scholarship, 7(1), 1–15.
Retrieved from the Walden Library databases.

The authors review the literature related to preceptorship in nursing. They note that with the current workforce shortage, it may be difficult to create one-to-one relationships; therefore, these types of relationships must be thoughtfully configured to facilitate learning.

Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.
Retrieved from the Walden Library databases.

The author engages in reflection to examine her interactions with mentors in practice settings and assess the professional redirection and growth that resulted from her experiences.

Schaubhut, R., & Gentry, J. (2010). Nursing preceptor workshops: Partnership and collaboration between academia and practice. Journal of Continuing Education in Nursing, 41(4), 155–162.
Retrieved from the Walden Library databases.

This article integrates adult learning theory and Benner’s novice-to-expert model with a study of preceptorship.

Willemsen-McBride, T. (2010). Preceptorship planning is essential to perioperative nursing retention: Matching teaching and learning styles.Canadian Operating Room Nursing Journal, 28(1), 8–8, 10–11, 16.
Retrieved from the Walden Library databases.

This article emphasizes the value of matching teaching and learning styles in preceptor relationships to promote job satisfaction.

Wilson, A. H., Sanner, S., & McAllister, L. E. (2010). An evaluation study of a mentoring program to increase the diversity of the nursing workforce.Journal of Cultural Diversity, 17(4), 144–150.
Retrieved from the Walden Library databases.

The authors examine the experiences of faculty and students in a formal mentorship program.

Required Media

Laureate Education (Producer). (2013g). The mentoring relationship [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 15 minutes.

In this media presentation, Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship..

Question 1

Recently, a report was published describing a string of cases of Norwalk virus gastroenteritis among passengers on cruise ships. From this report, an epidemiologist went on to form a number of hypotheses as to why there had been this rather unusual increase in reported gastroenteritis outbreaks on cruise ships in 2012. The cruise ship owners contacted the Centers of Disease control and Prevention (CDC) to conduct an in-depth analysis of the possible modes of transmission of the Norwalk virus in the cruise ship environment. CDC investigators interviewed all of the passengers on the last affected cruise (N=3,000) and obtained information on the passenger’s recreational activities. They found the following results: 1,000 passengers had gone swimming in the upper deck pool and 2,000 passengers had never gone swimming in the upper deck pool. 100 of the passengers who swam in the upper deck pool and 100 of the passengers who did not swim in this pool developed Norwalk virus gastroenteritis during the cruise. FYI: The cruise lasted one week.

· Set up the 2×2 table for these data.

· Calculate the risk ratio of gastroenteritis associated with swimming in the upper deck pool.

· State in words your interpretation of the above risk ratio

· Calculate the risk difference in the above example

· State in words your interpretation of the above risk difference

Question 2

For this problem, note the following chart:

Age Group

(in years)

% of Population in Age Group

Influenza Rate per 1,000 person-years

There are 10,000 individuals in City A, which is located in Massachusetts. Eight young individuals and 420 old individuals develop the flu over the course of a year.

· Use these data to calculate the crude influenza rate per 1,000 individuals per years in City A.

· What is the crude rate of influenza in City B?

· What is the crude rate of influenza in City C?

· Calculate an age-adjusted influenza rate for each of the cities. Use the age distribution for the State of Massachusetts (shown in the table) as the standard.

Question 3

Recently, Australian researchers conducted a study of the relationship between optimism and colon cancer survival. Their hypothesis was that colon cancer patients who had a positive outlook on life would have a lower five-year cumulative incidence of mortality. The study included 100 recently diagnosed colon cancer patients who underwent psychological testing and were found to have a optimistic outlook on life and 100 recently diagnosed colon cancer patients who underwent the same psychological tests and were found to have a pessimistic outlook on life. By the end of five years of follow-up, 50 of the 100 patients with the optimistic outlook and 75 of the 100 patients with the pessimistic outlook had died from colon cancer.

· Set up and fill in the two by two table using these data.

· What is the prevalence of colon cancer in the study population?

· Compare the cumulative incidence of mortality in the optimistic group to the cumulative incidence of mortality in the pessimistic group using a ratio measure of association.

· State in words your interpretation of the result you found in part c.

Assignment Description

Physical Activity Resource Guide

After having read the websites cited in the introduction and read your peers posts develop an out of the box physical activity resource guide (brochure). Imagine that your peers all live in the same general locale. Research fun and unusual but accessible activities that will meet the physical activity goals of you and your peers. Your resource guide should have a minimum of 6 different activities. Each entry should contain a description of the activity, costs, when and where, contact person, website or copy of the listing location. Feel free to include photos or graphics. You may submit your resource guide in PowerPoint, pdf, Word or Microsoft publisher format.

Remember to think out of the box-search for activities on Living Social, Groupon, Department of Recreation and Parks brochures, club and meetings sections of the newspaper, bulletin boards in your favorite neighborhood coffee shop or grocery store, etc.

Assignment Expectations:

Length: Minimum of 6 brochure pages (each activity should be given a page/slide), not including title page/slide and reference page/slide. 

Structure: 6 brochure pages or slides; Include a title page/slide and reference page/slide in APA format. 

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of two (2) scholarly sources are required for this assignment.

Inflammatory Bowel Disease

Case Study

The patient is an 11-year-old girl who has been complaining of intermittent right lower quadrant pain and diarrhea for the past year. She is small for her age. Her physical examination indicates some mild right lower quadrant tenderness and fullness.

Studies

Results

Hemoglobin (Hgb),

8.6 g/dL (normal: >12 g/dL)

Hematocrit (Hct),

28% (normal: 31%-43%)

Vitamin B12 level,

68 pg/mL (normal: 100-700 pg/mL)

Meckel scan,

No evidence of Meckel diverticulum

D-Xylose absorption,

60 min: 8 mg/dL (normal: >15-20 mg/dL)

120 min: 6 mg/dL (normal: >20 mg/dL)

Lactose tolerance,

No change in glucose level (normal: >20 mg/dL rise in glucose)

Small bowel series,

Constriction of multiple segments of the small intestine

Diagnostic Analysis

The child’s small bowel series is compatible with Crohn disease of the small intestine. Intestinal absorption is diminished, as indicated by the abnormal D-xylose and lactose tolerance tests. Absorption is so bad that she cannot absorb vitamin B12. As a result, she has vitamin B12 deficiency anemia. She was placed on an aggressive immunosuppressive regimen, and her condition improved significantly. Unfortunately, 2 years later she experienced unremitting obstructive symptoms and required surgery. One year after surgery, her gastrointestinal function was normal, and her anemia had resolved. Her growth status matched her age group. Her absorption tests were normal, as were her B12 levels. Her immunosuppressive drugs were discontinued, and she is doing well.

Critical Thinking Questions

1. Why was this patient placed on immunosuppressive therapy?

2. Why was the Meckel scan ordered for this patient?

3. What are the clinical differences and treatment options for Ulcerative Colitis and Crohn’s Disease? (always on boards)

4. What is prognosis for patients with IBD and what are the follow up recommendations for managing disease?