Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

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NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 1 (Very Important for me please – Need only A work on this)

PLEASE READ ALL THE INSTRUCTIONS AND DO IT. IF YOU DONT READ ALL THE INSTRUCTIONS AND DONT FOLLWO IT, PLEASE DONT DO IT. I NEED THE POST ON TIME MENTIONED IN THE POST. ALL DOCUMENTS AND REFERENCES ARE ATTACHED.

Discussion: Preparing for Professional Transitions

Consider the following scenario:

Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.

What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?

In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.

Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.

Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.

Consider the following questions:

What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?

What challenges are you likely to encounter as you transition into a new role?

What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.

Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.

Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.

Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.

Review the suggestions for developing effective learning objectives provided in the Learning Resources.

Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:

Specific

Measurable

Attainable

Results-focused

Time-focused

Reflective of the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above)

Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this week’s Application Assignment.)

Reflect on how you could achieve each objective through your Practicum Experience.

Post an explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance. Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Suggest strategies for using the Practicum Experience to deepen or broaden their knowledge.

Offer suggestions for refining their practicum professional objective(s).

Required Readings

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

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

 Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

 Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html 

This article addresses three domains of learning: cognitive, affective, and psychomotor.

 University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

 The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

 Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

 Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

 Document: Practicum Journal (Word Document)

During your Practicum Experience, you are  required to submit your time log and three journal entries. You will use this  form to complete your journal reflections.

 Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)

This comprehensive manual outlines all of the requirements for the Practicum Experience.

Clinical Resources

 Document: Introduction to Clinical Experiences (PowerPoint)

 Document: Practicum Manual (PDF)

Required Media

 Laureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media]. 

Note: Retrieved from the Walden Library databases.

In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.

Please click here for the Transcript (PDF).

 Laureate Education (Producer). (2012b). Professional best practices [Interactive media].

Note: Retrieved from the Walden Library databases.

In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress.

Please click here for the Transcript (PDF).

 Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media].

Note: Retrieved from the Walden Library databases.

What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience.

Please click here for the Transcript (PDF).

Ask yourself: How does the flow of data across my organization support, or inhibit, evidence-based practice?

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Information Architecture

Information Architecture How do you use health information technology in your daily work activities? Does the CNO (Chief Nursing Officer) in your organization use the same Health Information Technology (HIT) as the nurses at the bedside? What about those individuals who work in admissions? In order to develop an information system that can facilitate the ability to track, share, and analyze patient data, an organization has to take into account the differing needs or views of various departments. In this Discussion, you consider the differing viewpoints of the professionals within your organization. Imagine what your colleagues’ needs might be and how they might use a HIT system to access and share information to promote evidence-based care. What are the similarities and differences in how this technology would be used by physicians, lab techs, administrators, nurses, informaticians, and others?To prepare:

  • Review this week’s media presentation, focusing on how the VA’s VistA system demonstrates data flow across an organization.
  • Reflect on your organization’s information architecture and the various information needs of different groups within your work setting. What constraints has your organization faced with implementing health information technology systems that meet everyone’s needs? Consider speaking with your colleagues from different areas about this topic.
  • Ask yourself: How does the flow of data across my organization support, or inhibit, evidence-based practice?

By Tomorrow 09/06/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:

post a cohesive response that addresses the following:

1)     Differentiate the information needs within your organization. For example, how might the needs of an administrator differ from the needs of a physician or lab tech?

2)     Explain the impact of these different needs on the implementation of HIT in your present organization.

3)     Evaluate how the flow of information across HIT systems within your organization supports or inhibits evidence-based practice.

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 15, “Evidence-Based Clinical Decision Support”

 In this chapter, the authors discuss the challenges that arise as HIT systems are employed to support evidence-based practices. The authors also provide examples of tools, features, and systems that promote evidence-based practices.

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

•Metastructures, Concepts, and Tools of Nursing Informatics” (pp. 2-18

•Functional Areas for Nursing Informatics” (pp. 19-36)

These excerpts differentiate the metastructures (overarching concepts used in theory and science) of data, information, knowledge, and wisdom and examine how they are utilized in nursing informatics.

Alexander, G. L. (2008). A descriptive analysis of a nursing home clinical information system with decision support. Perspectives in Health Information Management, 5(12), 1–22.

This research study examines how data flows through a nursing home’s information system and includes a diagram to illustrate that flow.

Required Media

 United States Department of Veterans Affairs. (Producer). (2011). Innovation in VA, The Story of VistA [Video]. Washington, DC: Author.

Note:  The approximate length of this media piece is 4 minutes.

This video, created by the Department of Veterans Affairs (VA), demonstrates how VA innovations have dramatically changed the way in which the VA operates and provides patient care. Enlisting a diverse range of medical staff and IT professionals has helped the VA stay on the cutting edge of the technological tools that ensure patient safety.

Optional Resources

Chunhau, W., Levine, B. A., & Mun, S. K. (2009). Software architecture and engineering for patient records: Current and future. Military Medicine, 174(5) (May Suppl.), 27–34.

Reddy, M., McDonald, D. W., Pratt, W., & Shabot, M. M. (2005). Technology, work, and information flows: Lessons from the implementation of a wireless alert pager system. Journal of Biomedical Informatics, 38(3), 229–238.

Schleyer, R., & Beaudry, S. (2009). Data to wisdom: Informatics in telephone triage nursing practice. AAACN Viewpoint 31(5), 1, 10–13.

After studying and analyzing the approved theory, write about this theory, including an overview of the theory and specific examples of how it could be applied in your own clinical setting.

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EXCEPTIONAL GENIUS ONLY

 1.Click this link to complete the Learning Theories Interactive Case Studyfollowing the readings and presentation for this week. Associate what you have learned about the theories to this case study, and then see the instructions below to complete a journal entry about your experience.

Click the Learning Theories Journal link above. Once opened, select the Learning Theories Case Study Reflective Journal and follow the instructions listed within the journal.

This is your your last case study for the course. Each journal entry reflection should be a minimum of five to six paragraphs.

** 2 pages per person** TOTAL 6 pages

2.

The purpose of this assignment is to draft and submit a comprehensive and complete rough draft of your Nursing Theory Comparison paper in APA format. Your rough draft should include all of the research paper elements of a final draft, which are listed below. This will give you an opportunity for feedback from your instructor before you submit your final draft during week 7.

Based on the reading assignment (McEwen & Wills, Theoretical Basis for Nursing, Unit II: Nursing Theories, chapters 6–9), select a grand nursing theory.

  • After studying and analyzing the approved theory, write about this theory, including an overview of the theory and specific examples of how it could be applied in your own clinical setting.

Based on the reading assignment (McEwen & Wills, Theoretical Basis for Nursing, Unit II: Nursing Theories, chapters 10 and 11), select a middle-range theory.

  • After studying and analyzing the approved theory, write about this theory, including an overview of the theory and specific examples of how it could be applied in your own clinical setting.

The following should be included:

  1. An introduction, including an overview of both selected nursing theories
  2. Background of the theories
  3. Philosophical underpinnings of the theories
  4. Major assumptions, concepts, and relationships
  5. Clinical applications/usefulness/value to extending nursing science testability
  6. Comparison of the use of both theories in nursing practice
  7. Specific examples of how both theories could be applied in your specific clinical setting
  8. Parsimony
  9. Conclusion/summary
  10. References: Use the course text and a minimum of three additional sources, listed in APA format

The paper should be 8–10 pages long and based on instructor-approved theories. It should be typed in Times New Roman with 12-point font, and double-spaced with 1″ margins. APA format must be used, including a properly formatted cover page, in-text citations, and a reference list. The proper use of headings in APA format is also required.

– For this work I will give you the topics you will be talking about. I had to choose them last time. 

** 9 PAGES per person** total 27 PAGES

3. 

Create a pamphlet using any type of publisher software you choose to educate clients on a current patient safety issue; for example, a currently aging adult and how to care for his/herself at home, medication-polypharmacy and how a patient can not make a self medication error, or other appropriate safety issues. If you have a question about a specific topic, check with your instructor.

Your pamphlet must include the following items:

  1. Include at least 5 tips for preventive care for the patient.
  2. Include information that should be shared with family or caregivers.
  3. Include local resources in the community that might be available for this type of safety concern.
  4. Include at least 3 current (published less than 5 years ago) references, in APA format.

** 2 PAGES per person** TOTAL 6 pages

In this Discussion, you analyze your Practicum Project in terms of conventional means of scholarly dissemination: presentations, posters, and publication.

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Dissemination of Scholarship Related to the Practicum Project

Week 9 – Discussion

Top of Form

Dissemination of Scholarship Related to the Practicum Project

According to Freemantle and Watt (1994), “effective dissemination encompasses more than just the distribution and diffusion of information. It involves the processes by which target groups become aware of, receive, accept and utilize information.” (p. 133).

Think about your Practicum Project. Which groups would find your project findings, conclusions, and recommendations most valuable? Why? How might your focus differ if you were delivering a presentation at a professional conference versus at your practicum site? What would you emphasize if you were publishing an article in a peer-reviewed journal related to your specialization as opposed to in an online forum with a wider healthcare readership?

In this Discussion, you analyze your Practicum Project in terms of conventional means of scholarly dissemination: presentations, posters, and publication.

To prepare:

  • Reflect on your Practicum Project.
  • Speak with various individuals, especially those in your practicum setting, about presentations or poster sessions they have given and/or publications they have authored. Ask which organizations or journals they would recommend you consider for dissemination based on your Practicum Project topic.
  • Consider the following questions related to dissemination:
    • Who is your target audience? Who would be most interested in your project findings, conclusions, and recommendations? Consider how the needs or dispositions of the intended audience may inform your choice of dissemination method.
    • Which method of dissemination would you choose to convey the findings, conclusions, or recommendations from your Practicum Project? What are the relative benefits and challenges of giving a presentation, sharing your findings through a poster session, and/or publication?
    • Consider various nursing, health care, informatics, and leadership and management organizations and journals. What is one organization or journal you would select for your presentation or publication?
    • What are some potential challenges? Evaluate what you could do to promote the possibility that your presentation, poster, or manuscript would be accepted.
  • Conduct a search of the literature using the Walden Library and other reliable sources. Locate two or more articles published in peer-reviewed journals within the last five years that relate to your Practicum Project. These articles should demonstrate the significance of the topic for nursing leadership and management or nursing informatics. Note: These articles may also help you determine if your project findings are related to an area that will contribute to a more comprehensive literature base. (See attached PDF)

By tomorrow 4/25/17, post 550 words essay in APA format with at least 3 references from the list below. Include the level one headings as numbered below:

1)      A brief description of your Practicum Project (See attached file on PracticumProject), including the anticipated outcomes and implications for nursing practice in your specialty area.

2)      Explain why your results warrant dissemination.

 3) Describe your target audience, and explain which method of dissemination you would use as well as the organization or journal you would choose for sharing findings related to your Practicum Project (Online Journal of Nursing Informatics. (2013). Retrieved from http://www.ojni.org/ Support your response with at least three citations from the literature.

Required Readings

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

    Alspach, G. (2010). Converting presentations into journal articles: A guide for nurses. Critical Care Nurse, 30(2), 8–15.

    Note: Retrieved from the Walden Library databases.

The authors recognize the value of disseminating evidence-based practice in promoting quality care. They address how this can be done using posters.

    Forsyth, D. E., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: Poster design and evaluation. Clinical Scholars Review, 3(1), 14–21.

The authors recognize the value of disseminating evidence-based practice in promoting quality care. They address how this can be done using posters.

    Jeffress, L., & Lyle, S. D. (2012). Maximizing accessibility of academic publications: Applications of electronic publishing technology. Contemporary Issues in Education Research, 5(4), 257–264.

    Note: Retrieved from the Walden Library databases.

 This article addresses the use of electronic publishing technology for broader dissemination of research.

    Price, B. (2010). Disseminating best practice at conferences. Nursing Standard, 24(25), 35–41.

    Note: Retrieved from the Walden Library databases. In this article, the author provides suggestions for creating and delivering engaging conference presentations.

    Roberts, D. (2011). ‘Pay it forward’ through publication. MEDSURG Nursing, 20(3), 112, 122.

    Note: Retrieved from the Walden Library databases.

The author proposes creating a chain of lifelong learning through the publication of scholarly works. Among other matters, the article suggests the value of identifying a publication mentor.

    Russell, C. L., & Ponferrada, L. (2012). How to develop an outstanding conference research abstract. Nephrology Nursing Journal, 39(4), 307–342.

    Note: Retrieved from the Walden Library databases.

The authors propose recommendations for writing and submitting an abstract for a presentation at a conference.

    Sawatzky, J. V. (2011). My abstract was accepted—now what? A guide to effective conference presentations. Canadian Journal of Cardiovascular Nursing, 21(2), 37–41.

    Note: Retrieved from the Walden Library databases.

The article addresses fear of public speaking and provides recommendations for delivering successful presentations at conferences.

    Walden University. (n.d.). Disseminating your research. Retrieved May 20, 2013, from http://researchcenter.waldenu.edu/Research_Tutorials/Disseminating_Your_Research/index.html

  This Walden University resource examines how research is disseminated through presentations and publications.

Review the types of articles the following journals produce as well as submission requirements for publication:

    BMJ Publishing Group. (2013). Evidence-Based Nursing. Retrieved from http://ebn.bmj.com/

    Elsevier. (2013). Nurse Leader. Retrieved from http://www.nurseleader.com/

    John Wiley & Sons. (2013). Journal of Nursing Scholarship. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291547-5069/homepage/ForAuthors.html

    Lippincott Williams & Wilkins. (2013). CIN: Computers, Informatics, Nursing. Retrieved from http://journals.lww.com/cinjournal/pages/default.aspx

    Lippincott Williams & Wilkins. (2013). The Journal of Nursing Administration. Retrieved from http://journals.lww.com/jonajournal/pages/default.aspx

    National League for Nursing. (2011). Publications. Retrieved from http://www.nln.org/nlnjournal/writingjournal.htm

    Online Journal of Nursing Informatics. (2013). Retrieved from http://www.ojni.org/

    Rural Nurse Organization. (2013). Online Journal of Rural Nursing and Health Care. Retrieved from http://rnojournal.binghamton.edu/index.php/RNO

    Wiley-Blackwell. (n.d.) Nurse Author & Editor. Retrieved May 20, 2013, from http://www.naepub.com/

Optional Resources

    Rogobete, C., Peters, G., & Seruga, J. (2012). Cross media and e-publishing. International Journal of U- & E-Service, Science & Technology, 5(2), 17–29.

    Note: Retrieved from the Walden Library databases.

Bottom of Form

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.

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Details: Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.   THE DOCUMENT IS ATTACHED BELLOW.. THE ASSIGNMENT HAS TO BE FREE OF PL

Details:

THE DOCUMENT IS ATTACHED BELLOW..

THE ASSIGNMENT HAS TO BE FREE OF PLAGIARISM

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

Evidence-Based Solution

Nursing Intervention

Patient Care

Health Care Agency

Nursing Practice

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

What behaviors would someone with strong self-awareness demonstrate within the context of leading and managing groups?

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1

Hello i need a Good and Positive Comment related with this argument .A paragraph  with no more  100 words.

Karan Kortlander 

1 posts

Re:Topic 2 DQ 1

One of the five elements of emotional intelligence is self-awareness.

What behaviors would someone with strong self-awareness demonstrate within the context of leading and managing groups?

Provide an example.

A leader with strong self-awareness must be able to demonstrate all five elements of emotional intelligence to be able to lead others. I believe that a leader must first have self-awareness. That means that the leader understands what his/her strengths, weaknesses, and emotions. How a leader can manage his/her emotions can make an incredible difference. Emotionally intelligent leaders are self-aware are able to respond to constructive criticism and take a step back if needed (Yoder, 2011). A leader with self-regulation is able to express his/her self with maturity showing a high level of judgement and control. Emotionally intelligent leaders are motivated and driven by a strong inner drive and not by titles. Not only are emotionally intelligent leaders motivated but extremely resilient and optimistic and it takes a lot to make them break. Emotionally intelligent leaders possess empathy, understanding, and compassion which allow them to relate to others. Having empathy allows leaders to connect to others and provide them with excellent service. Emotionally intelligent leaders have people skills. Leaders with people skills understand how others tick. They are able to create rapport and trust with those they depend on and it just happens as second nature. According to Nurse Together, “EI is the ability, capacity and skill to identify, assess and control the emotions of oneself, of others and of groups. This quality plays an important role in nursing success whether they are working in management or at the bed side” (Nursing Together, 2012).

References

Nursing Together. (2012). Developing emotional intelligence for good to great nurses. Retrieved from http://www.nursetogether.com/developing-emotional-intelligence-good-great-nurses

Yoder-Wise, P. (2011). Leading and Managing in Nursing, 5th Edition. [VitalSource Bookshelf Online]. Retrieved from https://pageburstls.elsevier.com/#/books/978-0-323-06977-

How would you describe your company’s culture?

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It is important for nurse leaders to engage with other nurse leaders to understand professional roles; a practice experience is assigned to achieve this end. You will engage with and interview with a

It is important for nurse leaders to engage with other nurse leaders to understand professional roles; a practice experience is assigned to achieve this end. You will engage with and interview with a nurse leader in person. You should begin thinking about this activity as soon as possible and identify how you will identify and gain access to the interview. You may include graphs or charts. Choose a nurse leader who holds a leadership nursing position in their organization who have direct reports (they supervise other employees) eg. The Unit Manager.

1. Develop an interview guide before conducting the interview.

 2. Identify information that you want to know before the interview and plan clarifying questions. 3. You must include at least one question about technology/informatics.

4. Conduct an interview regarding their professional role in the organization, and a current health care issue that is of interest to you (ethics, conflict management, budget, staffing, the culture of safety, “just culture”, career advancement, quality improvement, etc.). Identify the name of the organization and use names of all involved (Please Use Kingston Healthcare Center)

Prepare a written report of the interview.

May use the following Interviews guides: Sample questions below. Feel free to vary the content of the questions to fit your interview:

Please describe the nursing and inter-professional teams that operate in this facility/on this unit.

Can you provide an example of a nursing practice that has been changed in the last year based on current best evidence?

What do you consider your biggest challenge?

What do you love most about your job?

Why did you choose this job?

What other kinds of nursing/other job did you ever do?

How would you describe your company’s culture?

How would you describe your role in admission and staffing decisions?

What is your leadership style? 

Length: 1500 to 1600 words in length and use current 2 scholarly APA style references age not less than 8yrs.

Respond by offering additional thoughts regarding the examples shared, Systems Development Life Cycle SDLC-related issues, and ideas on how the inclusion of nurses might have impacted the example described by your colleagues.

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Respond by offering additional thoughts regarding the examples shared, Systems Development Life Cycle SDLC-related issues, and ideas on how the inclusion of nurses might have impacted the example desc

                                              Main Post

                         Systems Development Life Cycle

           The systems development life cycle (SDLC) is a process whereby a company or entity determines the need for the implementation of new technology.  SDLC provides information systems that are effective at incorporating the company’s business plan (McGonigle & Garver Mastrian, 2018).  It is essential that a working knowledge of the problems or issues are understood.  In the case of healthcare organizations, this means establishing an assessment that discovers the needs of each department (McGonigle & Garver Mastrian, 2018).  Most of the time when analyzing these needs an outside company is brought in to assess, interview, and determine the type of system that would benefit the company.

Consequences of Lack of Inclusion of Nurses

In the application of any new technology or policy, it is essential to trial it with the individuals that will be using it.  When considering an update or new system in the healthcare setting, it is beneficial to involve nurses in the decision-making process.  The Agency for Healthcare and Research (n.d.a) report that it is important to consult with nurses in the preliminary period of development.  By incorporating nurses into the initial design, the researchers learn nursing processes, possible new tasks, effect the technology will have on patient care, staffing needs, and usability of the design.  This analysis of workflow is used to determine the best use of technology (McGonigle & Garver Mastrian, 2018).  Including nurses in this process opens routes for discussion and collaboration that will benefit the designers and users.  

            Failure to include nurses in the planning stages of technology design is detrimental to the intended use of the new system.  A researcher or computer designer could miss critical elements of the nursing process due to their lack of knowledge regarding nursing procedures.  McGonigle & Mastrian (2018) state, “nursing informatics professionals should always be included in these activities to represent the needs of clinicians and to serve as a liaison for technological solutions to process problems” (p. 250).  The role of the informatics nurse and a nurse, in general, can play in designing technology is critical.  Their contribution to the analysis of workflow and clinical implications is invaluable information needed for the formation of a system that will be used to its potential.

An Example of Collaboration

            A study was done in Canada to determine the impact of the initiation of computerized order entries for medications on nursing workflow and reduction of medication errors.  Registered nurses participated in a study where interviews and observations were used to study the effects of digital technology on the nursing process (Vito, Borycki, Kushniruk, & Schneider, 2017).  The researchers spent considerable time observing and recording how the technology affected nurses and the influence it made on time spent with patients.  This study is one example of the impact that nurses can have on the design and implementation of technology in the healthcare setting.

Current Healthcare Facility

             When our facility transitioned to electronic health records (EHR) as an ER nurse, I was not involved in the planning.  The nurse informaticist I assume worked with the company to create templates that are in use today.  Within the ER portion of the EHR, there have been changes made because of nursing input.  As a unit, we have asked for an ED narrator to be developed with our order sets, documentation narrators, and medication administration policies.  Recently we asked for changes to our trauma narrator to include additional documentation options for different trauma levels.  As a group we have also discussed missing pieces of data that is beneficial for everyday use and discussed this with our leaders.  The leaders take this information to the information technology (IT) individuals that work directly with the EHR company and changes are then made.  There are times when the nurse’s input is not embraced due to financial constraints or leadership ability to see the need.  The size of the healthcare organization plays a significant role in the inclusion of nurses in decision-making practices.  Many variables exist to modification of technology in healthcare.  In an ideal setting, it would be ideal to include nurses throughout the design process.

References

Agency for Healthcare Research and Quality (n.d.a). Health IT evaluation toolkit and evaluation measures quick reference guide.  Retrieved April 17, 2019, from https://healthit.ahrq.gov/sites/default/files/docs/page/impact-of-hit-on-nurses-quick-reference-guide.pdf

McGonigle, D., & Garver Mastrian, K. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning, LLC.

Vito, R., Borycki, E., Kushniruk, A., & Schneider, T. (2017). The impact of computerized provider order entries on nursing practice. Studies in Health Technology and Informatics, 234, 364-369. doi:/10.3233/978-1-61499-742-9-364Hide 

Explore possible consequences of failing to adopt the evidence-based practice that you identified.

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Translating Evidence Into Practice

Course Project: Part 3—Translating Evidence Into Practice

In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.

Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.

To prepare:

  • Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
  • With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
  • Explore possible consequences of failing to adopt the evidence-based practice that you identified.
  • Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?

To complete:

In a 3- to 4-page paper:

  • Restate your PICOT question and its significance to nursing practice.
  • Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
  • Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
  • Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?

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

  • Chapter 12, “Sampling in Quantitative Research”This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan.
  • Chapter 13, “Data Collection in Quantitative Research”Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures.
  • Chapter 22, “Sampling in Qualitative Research”The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted.
  • Chapter 23, “Data Collection in Qualitative Research”This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes.

Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 37–44. Copyright 2011 by Elsevier Science & Technology Journals. Used with permission of Elsevier Science & Technology Journals via the Copyright Clearance Center.

This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.

What NANDA-approved nursing diagnoses may be relevant to this patient?

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 Mrs. Elle, 80 years of age, is a female patient who is diagnosed with end-stage cancer of the small intestine. She is currently receiving comfort measures only in hospice. She has gangrene of her r

1. Mrs. Elle, 80 years of age, is a female patient who is diagnosed with end-stage cancer of the small intestine. She is currently receiving comfort measures only in hospice. She has gangrene of her right foot and has a history of diabetes controlled with oral agents. She is confused and the physician has determined that she is unable to make her own informed decisions. The hospice nurse, not realizing that the weekly order for CBC and renal profile had been discontinued, obtained the labs and sent them to the nearby laboratory for processing. The abnormal lab results obtained later that day revealed that the patient needed a blood transfusion. The hospice nurse updated the patient’s medical power of attorney who was distressed at the report. The patient’s wishes were to die peacefully and to not have to undergo an amputation of her right foot. But if the patient receives the blood transfusion, she may live long enough to need the amputation. The patient’s physician had previously informed the medical power of attorney that the patient would most likely not be able to survive the amputation. The patient’s medical power of attorney had made the request to cease all labs so that the patient would receive comfort measures until she died. The patient has no complaint of shortness of breath or discomfort. 

  1. What ethical dilemma exists?
  2. Who are the stakeholders and what gains or losses do each have?
  3. What strategies should the hospice nurse take to resolve the ethical dilemma?

2. The nurse receives a 12-year-old girl from the operating room after an emergent appendectomy due to ruptured appendix. Upon arrival to the postanesthesia care unit, the patient is drowsy, but arousable to voice; she was extubated in the operating room and is receiving oxygen by facemask at 40%. She has two peripheral IVs in her left arm that are infusing Lactated Ringers solution at 100 mL/hr. A nasogastric tube is attached to low constant suction, and a small amount of aspirate is noted. She has a urinary catheter that is draining clear, yellow urine. Her abdominal dressing is dry and intact. Upon arousal, she complains of abdominal pain.  

  1. What NANDA-approved nursing diagnoses may be relevant to this patient?
  2. Once the nursing diagnoses are determined, what steps does the nurse take to complete the Planning Phase of the Nursing Process?
  3. What is the difference between nursing diagnoses and collaborative problems?