Discuss how the theoretical concepts and assumptions of the Theory of Power as Knowing Participation in Change apply to this specific case scenario. Identify one MSN Essential that most relates to the application of this theory in clinical practice.

/in /by

Nursing Theory, 250 words, apa stilus

Gloria is a 71-year-old retired married woman who would like to work part-time and remain active in her grandchildren’s lives, but she is constrained by pain in her lower back, knee, and foot. She sees herself as fortunate in many regards; she has maintained a healthy weight, has a comfortable home, and is financially stable. She also is very involved in her church and local community. She lives with her husband, who is a war veteran and retired police officer. Her two daughters and most of her grandchildren live in Florida. She enters the hospital for left hip replacement; the knee has bothered her for many years and its condition recently has worsened. She is reluctant to use traditional pain treatments, and believes that prayer is the more important source of her healing and pain relief. She now is willing to consider surgery and a combination of traditional and non-traditional treatments so she can return to her family roles, church volunteerism, teaching classes, and working at a local craft store.

Discuss how the theoretical concepts and assumptions of the Theory of Power as Knowing Participation in Change apply to this specific case scenario. Identify one MSN Essential that most relates to the application of this theory in clinical practice.

**As a reminder, all questions must be answered to receive full credit for this discussion. please include your name in the title bar of the discussion. Also, make sure to use scholarly sources to support your discussion.**

Discussion: Ethical Issues With an Aging Population

/in /by

This is a Nursing Related Assignment

Due 7/29/17

Discussion: Ethical Issues With an Aging Population

According to the CDC, “in the United States, the proportion of the population aged >65 years is projected to increase from 12.4% in 2000 to 19.6% in 2030,” (CDC, 2003, para. 2). Caring for this aging population is going to be one of the greatest challenges facing the health care industry. Not only will the number of individuals requiring care rise, but so will the cost. As poignantly stated by Crippen and Barnato, “unless we change the practice of medicine and reduce future costs, and explicitly address the ethical dilemmas we face, there may come a time when our kids simply cannot afford us” (2011, p. 128).

In this Discussion, you will examine the ethical issues that the United States and other nations must address when faced with the health care challenges of an aging population.

To prepare:

Consider the ethical aspects of health care and health policy for an aging population.

Review the Hayutin, Dietz, and Mitchell report presented in the Learning Resources. The authors pose the question, “What are the economic consequences, now and for future generations of taxpayers if we fail to adapt our policies to the changing reality of an older population?” (p. 21). Consider how you would respond to this question. In addition, reflect on the ethical decisions that arise when dispersing limited funds.

Contemplate the impact of failing to adjust policy in accordance with the changing reality of an older population.

Reflect on the ethical dilemmas that arise when determining expenditures on end-of-life health care.

Due 8/3/17

Discussion: What Can Nurses Do?

Many people, most of them in tropical countries of the Third World, die of preventable, curable diseases. . . . Malaria, tuberculosis, acute lower-respiratory infections—in 1998, these claimed 6.1 million lives. People died because the drugs to treat those illnesses are nonexistent or are no longer effective. They died because it doesn’t pay to keep them alive.

–Ken Silverstein, Millions for Viagra. Pennies for Diseases of the Poor, The Nation, July 19, 1999

Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world?

In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens.

To prepare:

Consider the challenges of providing health care in underdeveloped countries.

Consider the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.

Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?

What cultures does your patient belong to and how will you adapt your care for those?

/in /by

NURSING – Guillain–Barré syndrome discussion post

Answer to these questions about Guillain-Barre syndrome

  • What is the condition/disease process/injury?
  • What signs and symptoms do you expect?
  • Provide a history of present illness (HPI).
  • What do you include in your focused assessment for this patient?
  • What equipment do you need?
  • Describe the expected findings.
  • What developmental stage is your patient in?
  • How do you adapt your assessment for this stage?
  • What cultures does your patient belong to and how will you adapt your care for those?
  • Is there a potential legal/ethical issue? Why is it a potential issue?
  • Include 1 holistic teaching point and why it is important

Cite at least 1 research article about the condition, United States reference. APA format

Discussion 1: Cardiovascular Alterations

/in /by

NURSING Discussions-GRADUATE LEVEL WORK ONLY

Please read the assignment in full. If you cannot do it; don’t say you can and not deliver awesome work. I have already not had a good experience on this site so I am looking for graduate level work. The assignment is a Discussion Post, not a paper, but it should include and introduction and summary and ALL of what the assignment says to include. PLEASE READ CAREFULLY. Thanks.

Discussion 1: Cardiovascular Alterations

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

Consider the following scenario:

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

To Prepare

  • Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
  • Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.

By Day 3

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

NURSING FINAL PAPER CRITIQUE A RESEARCH STUDY_ar

/in /by

NURSING FINAL PAPER CRITIQUE A RESEARCH STUDY_ar

Below are two articles for the final paper; one quantitative and one qualitative.  Select either the quantitative or the qualitative article and utilize the American Nurses Association Framework for How to Read and Critique a Research Study found below.

Moore, J., Prentice, D., & McQuestion, M. (2015). Social interaction and collaboration among oncology nurses. Nursing Research and Practice, 2015(Article ID 248067), 1-7. doi: http://dx.doi.org/10.1155/2015/248067

Walker, R., Huxley, L., Juttner, M., Burmeister, E., Scott, J., & Aitken, L. M. (2016, February 12). A pilot randomized controlled trial using prophylactic dressings to minimize sacral pressure injuries in high-risk hospitalized patients. Clinical Nursing Research: An International Journal. 1-20. doi: 10.1177/1054773816629689

Assignment Criteria:

For this assignment, develop a scholarly paper that addresses the following criteria:

1.         Compare and contrast qualitative and quantitative research designs.

2.         Critique the selected article using section one (1), a-n of the ANA Framework for How to Read and Critique a Research Study posted in the Weekly Guide/Week 7-SEE ATTACHED

3.         Provide rationale for the responses to the questions supporting the conclusions about the chosen article.

4.         Include level 1 and 2 headings to organize the paper.

5.         Include an introductory paragraph, purpose statement, supporting paragraphs, a conclusion, and a reference page.

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

7.         The scholarly paper should be five to six pages excluding the title and reference pages.

7.         Include a minimum of five (5) references from professional peer-reviewed nursing journals to support the paper. One reference may be the textbook. References should be from scholarly peer-reviewed journals (review in Ulrich Periodical Directory) and be less than five (5) years old.

8.         APA format is required (attention to spelling/grammar, a title page, introductory paragraph, purpose statement a reference page, and in-text citations). 

What questions have you thought about in a particular area of care such as a procedure or policy?

/in /by

Nursing Research and Evidence-Based Practice

Nursing Research and Evidence-Based Practice

PLEASE SEE ATTACHED DOCUMENT. I’VE  ATTACHED A SAMPLE PAPER FOR YOUR REFERENCE.

In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care.

Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).

To prepare:

  • Consider a recent clinical experience in which you were providing care for a patient.
  • Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?
  • What questions have you thought about in a particular area of care such as a  procedure or policy? 
  • Review Chapter 2, pages 36—39 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.
  • Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.
  • Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier.

Post an evaluation of the use, or lack thereof, of EBP in a recent clinical experience. Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale. List your background questions and PICOT question about this nursing topic. Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices. Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization.

APA format, 2 PAGES.

please write it both in sentence format and as  PICOT format:

P=

I=

C=

O= 

T=

Required Resources

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment”This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.
  • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.
  • Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research”In this chapter, quantitative and qualitative research models are compared and the major steps in each approach are described. Information is also presented on the different sections of a research journal article and how you can identify the research model that was utilized.

Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing, 33(5), 273–277.

Retrieved from the Walden Library databases.

This article examines how evidence-based research and practice supports infusion alliances. The text also specifies the increasing challenges that infusion nurses face.

Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. Nursing Outlook, 58(6), 279–286.

Retrieved from the Walden Library databases.

This article describes strategies for reducing the gap between research knowledge and practice. The article also details how nursing societies could use these strategies to improve the quality of care.

Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309–317.

Retrieved from the Walden Library databases.

In this article, the authors examine the state of interdisciplinary evidence-based practice (EBP). The authors detail efforts to promote interdisciplinary EBP, academic and clinical training regarding interdisciplinary EBP, and strategies that may facilitate EBP translation across disciplines.

Shaheen, M., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229–236.

Retrieved from the Walden Library databases.

This article reviews a study that sought to determine nurses’ awareness of, knowledge of, and attitude toward EBP. The article also describes factors likely to promote barriers to EBP adoption.

Use of Psychosocial Theories in Nursing

/in /by

Use of Psychosocial Theories in Nursing

Use of Psychosocial Theories in Nursing In an interdisciplinary field such as nursing, differing perspectives often contribute to greater understanding and fulfillment of a patient’s needs. Take a minute to think about how this relates to the theoretical foundations of nursing. How do theories from various fields inform nursing practice? For this Discussion, you will explore how social and behavioral theories apply in a clinical setting by analyzing a case study.

Case Study

Consider the following case: A 65-years-old woman is being admitted for a mastectomy due to cancer. She expresses fear and depression during the nursing assessment. What concepts from the various theories could be used in planning her care? How might her care be changed if the woman were 25 years old or 45 years old? How have the social psychology theories been used in promoting breast cancer awareness?To prepare:

  • With information from this week’s Learning Resources in mind, reflect on the influence of sociological and behavioral factors on health.
  • Read the case study of the woman admitted for a mastectomy presented on page 328, #3 of the course text Theoretical Basis for Nursing (see case study above). Consider which concepts from sociological and/or behavioral theories could be used in nursing practice for addressing the patient’s health care needs. Conduct additional research as necessary using credible websites and the Walden library. Also consider how these theories are used in your own clinical practice.

By tomorrow 7/18/17, post 550 words essay in APA format with a minimum of 3 references from the list below, that include the level one heading as numbered below:

Post a cohesive response that addresses the following:

1)       What concepts from the various theories could be used in planning the 65-year-old woman’s care?

2)       How might her care be changed if the woman were 25 years old or 45 years old?

3)       How have social psychology theories been used in promoting breast cancer awareness? Provide at least one example to support your response.

4)       How have social psychology theories been used in your clinical practice area? Provide at least one example to support your response.

Required Readings

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

Chapter 13, “Theories from the Sociologic Sciences”

Chapter 14, “Theories from the Behavioral Sciences”

 Chapter 13 and Chapter 14 discuss those theories from the social and behavioral sciences that are applicable to nursing and health care.

Carnegie, E., & Kiger, A. (2009). Being and doing politics: An outdated model or 21st century reality? Journal of Advanced Nursing, 65(9), 1976–1984. doi: 10.1111/j.1365-2648.2009.05084.x

 This article uses critical social theory to analyze the political role of nurses. The article argues that nurses must be prepared for political participation in national and local contexts in order to encourage policy analysis and community engagement within nursing practice.

Conrad, P., & Barker, K. (2010). The social construction of illness: Key Insights and policy implications. Journal of Health and Social Behavior: Special Issue, 51, S67–S79. doi: 10.1177/0022146510383495

This article examines the history of the social construction of illness and discusses different methods in which the concept of illness is developed in different cultures.

Ford, C. L., & Airhihenbuwa, C. O. (2010). Critical race theory, race equity, and public health: Toward antiracism praxis. American Journal of Public Health, 100(S1), S30–S35. doi: 10.2105/AJPH.2009.171058

 This article applies a theory from legal studies to racial inequality issues in health care in order to improve social consciousness and quality of care.

Kelly, C. (2008). Commitment to health theory. Research & Theory for Nursing Practice, 22(2), 148–160.

 This article reviews the Commitment to Health (CTH) theory, the theory’s assumptions, and application to nursing and health care.

Ryan, P. (2009). Integrated theory of health behavior change: Background and intervention development. Clinical Nurse Specialist, 23(3), 161–170.

 This article examines the application of health behavior theory to clinical practice.

Optional Resources

Byrd, M. (2006). Social exchange as a framework for client-nurse interaction during public health nursing maternal-child home visits. Public Health Nursing, 23(3), 271–276. doi: 10.1111/j.1525-1446.2006.230310.x

Mohammed, S. (2006). Scientific inquiry. (Re)examining health disparities: critical social theory in pediatric nursing. Journal for Specialists in Pediatric Nursing, 11(1), 68–71. doi:10.1111/j.1744-6155.2006.00045.x

Response to nursing discussion board-peer repsonses

/in /by

Response to nursing discussion board-peer repsonses

Response to peer discussion board-150 words-1 reference within 5 years-NURSING JOURNALS ONLY.

There is a large push for evidence-based practice to become the main foundation of all clinical

practices and clinical decision making. In order to provide the best up to date quality care

evidence-based practice must be used. “By the year 2020, 90% of clinical decisions will be

supported by accurate, timely, and up-to-date clinical information and will reflect the best

available evidence” (Boswell& Cannon, 2017).  Though it is ideal to have evidence-base practice

driving health care practices there are many obstacles in the way of changing the culture of

health care practices. There are many obstacles to change such as resistance to change from

staff, available resources to support changes, lack of support and training from mentors, and

“research findings incompatible with the realities of their practice” (Johnston, Coole, Feakes,

Whitworth, Tyrell, & Hardy, 2016, p. 392).

     Working at Shands Hospital in Gainesville Florida there is most definitely a strong push for

the best quality of care through evidence-based practice. Each unit throughout the hospital has

a clinical leader. The unit’s clinical leader’s main job description is to assure the unit is clinically

using practices that are evidence-based. The main obstacle that I have found on my unit has

been “research findings incompatible with the realities of their practice” (Johnston et al. 2016, p.

392 ).  Working on such a high acuity unit in the cardiovascular intensive care unit a lot of

evidence-based hospital driven policies and practices have had to be adjusted specially to fit our

unit. Hospital wide practices have had to be adapted because certain practices do not apply to

the realities and acuity of our unit. One main example is the MEWS assessment. “The modified

early warning score (MEWS) is an example of a physiological ‘track and trigger’ system designed

to identify patients at risk of clinical deterioration in order to provide a timely response to

request appropriately-trained nursing or medical staff to assess the patient and provide any

interventions required” (Harris, 2013, p.432). MEWS is an extremely useful tool on floor units,

but on my particular unit a majority of our patient population have such a high baseline MEW

Score. If following our hospital protocol for our patients’ MEWS we would be constantly calling

physicians and bringing them to the bedside. Our patients have extremely high acuity which is

one of the reasons they are in the intensive care unit. Our physicians are aware of the acuity of

our patients and therefore the hospital wide MEW score does not really apply to our unit. We

had to adjust the triggers of the MEW Scores of when to notify a physician. On the floor a

MEWS of 4 a physician is notified and needs to come assess the patient, but in the CICU the

score for when a physician has to come to bedside was adjusted to a 6. MEWS is just one of

the many obstacles present in implementing evidence-based practices on our unit. There are

many obstacles to implementing evidence-based practices in our clinical practices, but it is

imperative that we adjust or policies and practices to reflect the research found in order to

provide the best quality care.

write a half page nursing DB on EBP

/in /by

half page nursing DB on EBP

Evidence-based practice (EBP) refers to making decisions about patient care that are based on the best evidence produced by well-designed clinical research. Numerous studies have suggested evidence-based care of patients can reduce patient complications and decrease healthcare costs by as much as 30%. Obstacles to incorporating changes, such as those consistent with EBP, are present within every organization. Resistance from nursing leaders and other barriers prevent nurses from implementing EBP that improve patient outcomes. Please consider an institution where you are currently employed or one that you have worked with in the past. What obstacles are present? What can you do to confront and overcome these obstacles? Please provide an article about evidence-based practice to support your perspectives.

1 Reference within 5 years-nursing journals only. 1/2 page discussion board on EBP.

The Doctoral Degree and Professional Nursing Practice

/in /by

The Doctoral Degree and Professional Nursing Practice

The Doctoral Degree and Professional Nursing Practice

In response to the continuous changes in health care today, nurses are charged with staying well informed on many rapidly evolving aspects of patient care. They are also expected to contribute to the improvement of health care quality. Engaging in doctoral education is an admirable way to position oneself for accomplishing this goal, and it can lead to new professional opportunities.

Why did you decide to enroll in graduate school? What informed your decision to pursue your chosen degree? How will earning this degree influence your career?

This week, you consider the characteristics of various programs, including the DNP and the PhD. The focus of the DNP degree is on clinical practice, whereas the focus of the PhD is on research. In conjunction with other professional colleagues, DNP- and PhD-prepared nurses often collaborate to analyze critical issues and find appropriate ways to address them.

This first Discussion provides an opportunity for you to examine what it means to earn a doctorate and how your selected degree program relates to your professional goals.

To prepare:

  • Consider the reasons you have chosen to pursue an advanced degree. How do you anticipate that earning this degree will support your professional goals?
  • Reflect on the comments shared by the experts in this week’s media regarding the value of a DNP degree and the various roles available to DNP-prepared nurses, as well as the characteristics of the PhD program and opportunities for PhD-prepared nurses.
  • Based on the information presented this week, have you developed any new ideas or goals for your future? If so, what are they?

By tomorrow 5/31/17, post 550 words essay in APA format with 3 references from the list below, that include the level one heading as numbered below:

Posta cohesive response that addresses the following:

1)       What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree? How might this be different for a nurse who holds a different degree?

2)       How do these considerations relate to your motivation to pursue a doctoral degree right now?

Required Readings

Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader]

[For DNP students ONLY]

“Imagining the DNP Role” (pp. xvii–xxviii)

 This reading introduces and defines the DNP degree, with a particular emphasis on the aim to provide high-level preparation for the advanced practice of nursing.

Houser, J. (2015). Nursing research: Reading, using, and creating evidence (3rd ed.). Burlington, MA: Jones & Bartlett.

[For PhD students ONLY]

Chapter 1, “The Importance of Research as Evidence in Nursing”

 This chapter describes nursing research, its evolution, and its application in nursing practice.

 American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf

[For DNP students ONLY]

“Introduction” (pp. 3–7)

 This section of an AACN document focuses on how the practice-oriented DNP degree complements and relates to the research-oriented PhD and other degrees.

 Cleary, M., Hunt, G. E., & Jackson, D. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfill the needs of the next generation of nursing professionals. Contemporary Nurse: A Journal for the Australian Nursing Profession, 39(2), 273–280.

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

[For PhD students ONLY]

Conn, V. S. (2014). Prepare to launch: Optimizing doctoral education to ensure career success. Western Journal of Nursing Research, 36(1), 3–5.

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

Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M., Markis, N. E. (2014). Strategies for a successful PhD program: Words of wisdom from the WJNR editorial board. Western Journal of Nursing Research, 36(1), 6–30.

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

[For PhD students ONLY]

Foster, R. L. (2012). Doctoral education and the future of nursing. Journal for Specialists in Pediatric Nursing, 17(2), 77–78.

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

Sperhac, A. M., & Clinton, P. (2008). Doctorate of nursing practice: Blueprint for excellence. Journal of Pediatric Health Care, 22(3), 146–151.

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

[For DNP students ONLY]

 This article provides background on the development of the DNP degree, illustrates its necessary competencies, and evaluates the value of a DNP degree as well as challenges to its validity.

Required Media

 Laureate Education (Producer). (2012g). Welcome to Walden [Video file]. Retrieved from https://class.waldenu.edu

 Note: The approximate length of this media piece is 2 minutes.

 In this media program, the president of Walden University welcomes you to the Walden learning community and shares examples of how Walden students are making a difference in their communities. She also describes how Walden’s Welcome Center supports you as a new student and makes it easier for you to connect with Walden when you have a question or need information.

 Laureate Education (Producer). (2011b). Introduction: The doctor of nursing practice [Video file]. Retrieved from https://class.waldenu.edu

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

 In this media presentation, Dr. Joan Stanley discusses how the DNP degree evolved. In addition, Dr. Linda Beechinor and Dr. Susan Stefan share their experiences completing the DNP degree and explain how it has influenced their nursing careers.