Every two weeks, you will submit a reflective journal to the discussion forum for review by course faculty and your classmates. All are expected to engage and support one another by sharing these expe

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Every two weeks, you will submit a reflective journal to the discussion forum for review by course faculty and your classmates. All are expected to engage and support one another by sharing these expe

Every two weeks, you will submit a reflective journal to the discussion forum for review by course faculty and your classmates. All are expected to engage and support one another by sharing these experiences in a supportive, constructive, and professional environment. Journaling is an active learning technique that is meant to enhance reflective practice (Blake, 2005). Reflective practice involves looking back over what has happened in the practice setting in an effort to improve performance or to encourage professional growth (Ruth-Sahd, 2003).

Your Weekly Practicum Journal is:

  • A personal, introspective subjective account that focuses on Healthy People 2020 and course objectives. You can include events that occurred, but be sure to describe your thoughts and feelings about those events. How did your perceptions change? What did you learn that was unexpected? Describe your thinking about your thoughts and feelings regarding the new learning you experienced.
  • Connected to South University’s College of Nursing Conceptual Framework Pillars (Caring, Communication, Critical Thinking, Professionalism, and Holism).
  • Connected to prior coursework and experiences through reflective analysis.
  • Written in a scholarly, academic style using APA style format. Two or three sentences are not sufficient nor are daily logs/reports of activities.

Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below:

References:

Blake, T. K. (2005). Journaling; An active learning technique. International Journal of Nursing Education Scholarship, 2 (1), Article 7. doi: 10.2202/1548-923X.1116

Ruth-Sahd, L. (2003). Reflective practice: A critical analysis of data based studies and implications for nursing education. Journal of Nursing Education, 23(11), 488–497.

United States Department of Health and Human Services, Healthy People 2020. (2011). Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=8

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

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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.

Discussion 2: Managing Conflict in the Workplace

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NURS 6221: MANAGING HUMAN RESOURCES – Discussion 11 -2 (Grading Rubic and Media Attached)

Discussion 2: Managing Conflict in the Workplace

High-pressure environments, life-or-death implications, constant change, and long days of exhausting work … It is not surprising that conflicts arise in health care settings. In the fast-paced environment in which nurses work, small differences in decision making, processes, work ethic, and personal characteristics can quickly escalate

As a nurse manager, you need to develop and model skills that effectively address conflict situations. Stephen Covey, author of The 7 Habits of Highly Effective People, offers sound advice that can be applied to conflict management and resolution. In Habit 4, Think Win-Win, Covey (2004) explains, “[m]any people think in terms of either/or: either you’re nice or you’re tough. Win-win requires that you be both. It is a balancing act between courage and consideration.” Ultimately, how you manage conflict in your setting will determine whether you foster an environment that breeds contempt or one that fosters growth.

Conflict abounds in any workplace; it is a normal part of organizational life. Instead of avoiding or ignoring conflict, the role of the nurse manager is to coach employees through conflict situations and to exercise judgment on how and when to intervene. When managed effectively and focused on substantive issues, conflict can actually lead to better outcomes. However, when interpersonal conflicts go unaddressed, employee morale and engagement–two factors that can seriously impact quality of patient care—will dwindle.

When nurse managers observe employees engaging in toxic or inappropriate workplace behaviors, they must prepare to give difficult feedback. Delivering difficult feedback can be challenging for nurse managers, as they must address employees in a way that is authoritative, supportive, and resolute. One strategy nurse managers can use to deliver difficult feedback is to employ the scripting framework. In this week’s Discussion, you gain experience with using the scripting framework to resolve a conflict situation that you have observed in your past or present workplace.

To prepare

Review this week’s Learning Resources, focusing on the various forms of conflict that can occur in the workplace.

Consider the types of conflict, including bullying, horizontal violence, toxic and disruptive employees, misuse of social media, unbalanced power, harassment, and favoritism, that exist in your current organization or past place of employment.

Select one type of conflict you have observed. How has conflict impacted your work environment? How have nurse mangers attempted to address conflict situations?

Examine the six-step scripting framework for delivering difficult feedback in Chapter 7 of the course text, From Management to Leadership: Strategies for Transforming Health Care. Then, use this framework to script a conversation between you and the employee(s) involved in the conflict situation you selected.

When drafting your script, reflect on how HR might be able to help you in addressing this issue, both before you talk to this employee and if the problem continues to exist.

Post a brief overview of the conflict you selected and how this specific type of conflict has impacted the work environment. Share the script you drafted and explain at least one way you would enlist HR’s help in managing this situation. Support your response by referencing authentic examples from the workplace and the Learning Resources as applicable.

Read a selection of your colleagues’ responses.

Managing conflict effectively includes receiving feedback on your own performance. As such, respond on or before Day 6 to at least two of your colleagues on two different days using the following approach:

Critically appraise the effectiveness of your colleague’s script by placing yourself in the position of the employee receiving this difficult feedback. How would you feel if a manager said this to you? Would this conversation prompt you to change your behavior? Why or why not? What strengths did the script have, and where might clarification be needed?

Required Readings

Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass.

Chapter 7, “Coaching and Developing Others” (pp. 339–341)

Review the scripting model on these pages. In this chapter, Manion discusses motivation and explains how leaders can make the most of it through coaching. She explains the leader’s role, the coaching role, and the difference between coaching and being a coach.

Alichnie, C. (2012). Social media and nursing. Pennsylvania Nurse, 67(1), 3–10. 

Retrieved from the Walden Library databases.

This article discusses the use of social media in nursing. The author determines that social media can be a means to an end if it’s used wisely, professionally, and within legal and ethical boundaries.

Barrett, A., Piatek, C., Korber, S., & Padula, C. (2009). Lessons learned from a lateral violence and team-building intervention. Nursing Administration Quarterly, 33(4), 342–351. 

Retrieved from the Walden Library databases.

This study focuses on nurse interaction in relation to lateral violence. The authors conclude that the key to a cohesive work environment is a nurse leader who is able to drive and sustain change.

Barton, S. A., Alamri, M. S., Cella, D., Cherry, K. L., Curll, K., Hallman, B. D., et al. (2011). Dissolving clique behavior. Nursing Management, 42(8), 32–37. 

Retrieved from the Walden Library databases.

This article addresses clique behavior in health care settings. The argument is that the current economic climate encourages regression in health care workers.

Brinkert, R. (2010). A literature review of conflict communication causes, costs, benefits and interventions in nursing. Journal of Nursing Management, 18(2), 145–156. 

Retrieved from the Walden Library databases.

The author assesses the effects of conflict communication on nursing. The study concludes that conflict will always be a part of nursing but that it can be mitigated if nurse managers use employee-effective intervention methods.

Cronquist, R., & Spector, N. (2011). Nurses and social media: Regulatory concerns and guidelines. Journal of Nursing Regulation, 2(3), 37–40. 

Retrieved from the Walden Library databases.

Cronquist and Spector’s article provides nurses with social media guidelines. They also give the reader examples of what happens when social media is used outside of professional, legal, and ethical boundaries.

Greenlund, L. (2011). ED violence: Occupational hazard? Nursing Management, 42(7), 28–32. 

Retrieved from the Walden Library databases.

This article analyzes the effects of workplace violence on hospitals’ productivity. Because workplace violence can be costly, the author provides prevention methods.

Hader, R. (2009). Tweeting—not just for the birds. Nursing Management, 40(12), 6. 

Retrieved from the Walden Library databases.

This article focuses on what nurse leaders should do about social media in the workplace. New leadership challenges have risen because of this form of communication. Nurse leaders need to ensure that their employees are not violating a patient’s rights to privacy.

Issues & answers. Social media: Implications for nursing: Nursing Practice Statement NP 85. (2011). Ohio Nurses Review, 86(2), 6–7. 

Retrieved from the Walden Library databases

This article informs the reader about the laws and rules that apply to nursing and social media. The authors take a stance on the use of social media and list its benefits and drawbacks.

Kuhns, K. A. (2012). Social media and professional nursing: Friend or foe? Pennsylvania Nurse, 67(1), 4–8. 

Retrieved from the Walden Library databases.

Kuhn’s article introduces the reader to the many different types of social media and argues that there is more to social media than Facebook and Twitter. The article then goes on to discuss the pros and cons of the use of social media in the workplace.

Macleod, L. (2011). Avoiding “group think”: A manage’s challenge. Nursing Management, 42(10), 44–48. 

Retrieved from the Walden Library databases.

Macleod’s article focuses on the increasing costs of health care. He says that changes need to happen both within and outside of health care settings for this change to be sustainable.

Robinson, M.-A. (2012). Closing perspectives: Navigating the world of social media. Alberta RN, 67(6), 42. 

Retrieved from the Walden Library databases.

Robinson’s article addresses the hesitation that many organizations have with social networking. While there are professional benefits, there are also risks and new challenges.

Discussion: Preparing for Professional Transitions

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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).

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

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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.

Translating Evidence Into Practice

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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 is the difference between nursing diagnoses and collaborative problems?

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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?

How does the literature strengthen or weaken the merit of your selected theoretical framework and practice problem?

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Searching and Critiquing the Evidence

Searching and Critiquing the Evidence

Bring to mind the various practice problems you and your colleagues have been considering in this course. What insights might the literature provide with regard to these issues? How should you evaluate the research? And, why is it important to review and critique this information? This Discussion addresses strategies for searching the literature in order to critique existing evidence. Please note that this Discussion is related to Application Assignment #4, which is assigned this week. You are strongly encouraged to read through that assignment now.To prepare:

  • Review the Walden Library Webinars presented in the Learning Resources.
  • Recall the practice problem and theoretical framework you identified for the Week 5  Discussion (See attached file). Using the Walden Library and other professional databases, conduct a search and locate four (4) appropriate primary research articles one of which is a systematic review.
  • Review the articles and determine what level of evidence they represent. Using the critique strategies presented in the Learning Resources as a guide, consider how the articles you located either support or weaken the merit of your theoretical framework or the importance of your practice problem.

By Wednesday 7/05/17, post 550 words essay in APA format with 2 references from the list below, as well as the 4 references for the articles review that include the level one headings as numbered below:

post a cohesive response that addresses the following:

1)       How does the literature strengthen or weaken the merit of your selected theoretical framework and practice problem?

2)       What levels of evidence are most prevalent in these articles? (I, II, III, IV or V)

3)       Why do you think that level of evidence is most prevalent?

Walden Library Webinars:

 Conducting a Literature Search on a Clinical Research Question. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/nursing#s-lg-box-9896498

 Evidence-Based Health Research Retried from: http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-1523116

 Introduction to Health Science Research. Retrieved from:http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-9897916

 Medical Research: Finding Reviews. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-1525868

 Medical Research: Finding Studies by Type. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-1526057

 Medical Research: Health Policies and Legal Cases. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-1526434

Recommended Webinars:

 Webinars on Library Skills. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/libraryskillswebinars

 Evidence Based Practice for NURS 6052. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/nursing#s-lg-box-9896497

Required Readings

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

Chapter 3, “Introduction to Quantitative Research”

 Chapter 3 provides an overview of quantitative research, the concepts associated with this type of research, and different quantitative research designs.

Chapter 4, “Introduction to Qualitative Research”

 Chapter 4 describes the philosophy of qualitative research and provides examples of how it is used in nursing research. Understanding the basic principles of quantitative and qualitative research is necessary to effectively critique research literature.

Chapter 7, “Review of Relevant Literature”

 Chapter 7 examines the process of preparing for a literature review to support research efforts.

Chapter 13, “Outcomes Research”

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

Review Chapter 6, “Developing the Scholarly Project”

Armola, R., Bourgault, A., Halm, M., Board, R., Bucher, L., Harrington, L., & … Medina, J. (2009). AACN levels of evidence: What’s new? Critical Care Nurse, 29(4), 70–73. doi: 10.4037/ccn2009969

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

 This article provides a hierarchical evidence rating system which can be used as a guide to determine the quality and level of evidence presented in different types of research studies.

Elkins, M. Y. (2010). Using PICO and the brief report to answer clinical questions. Nursing, 40(4), 59–60. doi: 10.1097/01.NURSE.0000369871.07714.39

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

 The article explains how to use the PICO method to develop clinical questions.

Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part I an introduction to gathering, evaluating, and recording the evidence… fifth in a series. American Journal of Nursing, 110(7), 47–52. doi: 10.1097/01.NAJ.0000383935.22721.9c

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

 This article discusses the process of rapid critical analysis of research and literature through the categorization of studies and utilization of an evaluation table.

Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part III the process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43–51. doi: 10.1097/01.NAJ.0000390523.99066.b5

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

 This article continues the discussion of critical analysis of evidence and concludes with how nurses can then make decisions based on a synthesis of the findings.

 Nursing Library and Information Resources Cushing/Whitney Medical Library (n.d.). Levels of evidence pyramid. Retrieved from http://guides.library.yale.edu/ld.php?content_id=11940516

 This article discusses the use of systematic reviews in evidence-based practice and provides sources for locating this type of research article.

Duke University Medical Center Library. (2009). Evidence-based clinical practice resources: Hierarchy of evidence-based medicine (EBM) resources. Retrieved from http://guides.mclibrary.duke.edu/content.php?pid=274373&sid=2289252

 Duke University provides this visual representation of levels of evidence.

University of Illinois at Chicago. (n.d.) Evidence-based practice in the health sciences: Levels of evidence. Retrieved from http://ebp.lib.uic.edu/nursing/node/12

 This web-based tutorial provides an overview of evidence-based practice and includes a section on developing practice questions for evidence-based projects.

 Evidence-Based Nursing. (n.d.) Retrieved from http://ebn.bmj.com/

 This website surveys a wide range of international clinical journals and includes only those research articles that demonstrate high quality and validity.

Harvey Cushing/John Hay Whitney Medical Library (n.d.). Finding evidence in PubMed. Retrieved from http://library.medicine.yale.edu/tutorials/577

 The Joanna Briggs Institute (n.d.). Retrieved from http://joannabriggs.org/

This international organization was created by the Faculty of Health Sciences at the University of Adelaide in South Australia and provides members with access to systematic reviews and other research efforts.

Optional Resources

Boss, C., & Wurmser, T. A. (2009). Searching for evidence: Mission-critical tips. Nursing Management, 40(9), 12. doi: 10.1097/01.NUMA.0000360766.29235.8e

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

Coughlan, M., Cronin, P., & Ryan, F. (2007). Step-by-step guide to critiquing research: Part 1: Quantitative research. British Journal of Nursing (BJN), 16(11), 658–663.

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

 This article provides strategies for critiquing quantitative research and includes definitions of frequently used research terms.

Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: A step-by-step approach. British Journal of Nursing (BJN), 17(1), 38–43.

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

 This article details an approach for nurses to use when analyzing research, synthesizing data, and writing and reporting research findings.

Dale, J. C. (2005). Critiquing research for use in practice. Journal of Pediatric Health Care, 19(3), 183–186. doi:10.1016/j.pedhc.2005.02.004

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

 Engle, M., Blumethal, A., & Cosgrave, T. (2010). How to prepare an annotated bibliography. Cornell University Library Olin & Uris Libraries: Ask a Librarian. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill28.htm

Evans, D. (2003). Hierarchy of evidence: A framework for ranking evidence evaluating healthcare interventions. Journal of Clinical Nursing, 12(1), 77–84. doi: 10.1046/j.1365-2702.2003.00662.x

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

Hanson, D., Hoss, B. L., & Wsorick, B. (2008). Evaluating the evidence: Guidelines. AORN Journal, 88(2), 188–196.

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

Holopainen, A., Hakulinen-Viitanen, T., & Tossavainen, K. (2008). Systematic review – A method for nursing research. Nurse Researcher, 16(1), 72–83.

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

Kleinpell, R. M., Gawlinski, A., & Burns, S. M. (2006). Searching and critiquing literature essential for acute care NPs. Nurse Practioner, 31(8), 12–13.

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

Parahoo, K., McCaughan, E., Noyes, J., & McDonough, S. (2010). The effectiveness of psychosocial interventions for men with prostate cancer: A systematic review. Cochrane Database of Systematic Reviews, (6). doi: 10.1002/14651858.CD008529

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

This systematic review provides results of psychosocial theories utilized in assisting men with prostate cancer.

Sherrod, R. A., Ford, C., & Oliver, J. (2010). Using data from the Internet to teach ethical principles for critiquing research studies. Nurse Educator, 35(1), 17–1 9. doi: 10.1097/NNE.0b013e3181c41f8d

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

Tatano-Beck, C. (2009). Critiquing qualitative research. AORN Journal, 90(4), 543. doi: 10.1016/j.aorn.2008.12.023

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

Traynor, M. (2009). Humanism and its critiques in nursing research literature. Journal of Advanced Nursing, 65(7), 1560–1567.

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

 Consortium Library University of Alaska Anchorage (2011). Nursing research guide. Retrieved from http://libguides.consortiumlibrary.org/content.php?pid=44173&sid=330967

 The Writing Center (2007). Literature reviews. University of North Carolina at Chapel Hill. Retrieved from http://writingcenter.unc.edu/handouts/literature-reviews/

 The University of Wisconsin-Madison Writing Center. (2009). Writer’s handbook: Common writing assignments: Review of literature. Retrieved from http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html

In your analysis of the strengths and weaknesses of the existing literature, note the appropriate use of the theoretical frameworks.

/in /by

Literature Review Matrix

Assignment: Literature Review Matrix

This Assignment expands upon the work you have been conducting for this week’s Discussion on “Searching and Critiquing the Evidence” (See attached file) . For this Assignment, you will conduct a search for literature on your selected practice problem. A Literature Review Matrix template will be used to identify gaps in the literature (See attached file).

To prepare:

  • Consider the practice problem you addressed in this week’s Discussion. (You may select a new issue if necessary, but it is not recommended.) (See attached file)
  • Review the guidelines in the Literature Review Matrix, included in the Learning Resources. Formulate a research question around your issue as indicated in Part I. Then complete Part II of the Matrix, identifying the resources you will use, search terms and criteria, and Boolean search strings.
  • Using the Walden Library, locate 10 articles related to your research question. At least one article must be a systematic review. All of the articles should be primary sources. NOTE: If appropriate, you may use the four articles you reviewed for this week’s Discussion.

By Day 4 of this Week

1)       Complete Part I and Part II of the Literature Review Matrix template.

2)       Complete Part III of the Literature Review Matrix.

3)       In your analysis of the strengths and weaknesses of the existing literature, note the appropriate use of the theoretical frameworks.

4)       Complete Part IV addressing the influence of empiricism on quantitative methodology.

Walden Library Webinars:

 Conducting a Literature Search on a Clinical Research Question. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/nursing#s-lg-box-9896498

 Evidence-Based Health Research Retried from: http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-1523116

 Introduction to Health Science Research. Retrieved from:http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-9897916

 Medical Research: Finding Reviews. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-1525868

 Medical Research: Finding Studies by Type. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-1526057

 Medical Research: Health Policies and Legal Cases. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/healthscience#s-lg-box-1526434

Recommended Webinars:

 Webinars on Library Skills. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/libraryskillswebinars

 Evidence Based Practice for NURS 6052. Retrieved from: http://academicguides.waldenu.edu/library/webinararchives/nursing#s-lg-box-9896497

Required Readings

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

Chapter 3, “Introduction to Quantitative Research”

 Chapter 3 provides an overview of quantitative research, the concepts associated with this type of research, and different quantitative research designs.

Chapter 4, “Introduction to Qualitative Research”

 Chapter 4 describes the philosophy of qualitative research and provides examples of how it is used in nursing research. Understanding the basic principles of quantitative and qualitative research is necessary to effectively critique research literature.

Chapter 7, “Review of Relevant Literature”

 Chapter 7 examines the process of preparing for a literature review to support research efforts.

Chapter 13, “Outcomes Research”

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

Review Chapter 6, “Developing the Scholarly Project”

Armola, R., Bourgault, A., Halm, M., Board, R., Bucher, L., Harrington, L., & … Medina, J. (2009). AACN levels of evidence: What’s new? Critical Care Nurse, 29(4), 70–73. doi: 10.4037/ccn2009969

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

 This article provides a hierarchical evidence rating system which can be used as a guide to determine the quality and level of evidence presented in different types of research studies.

Elkins, M. Y. (2010). Using PICO and the brief report to answer clinical questions. Nursing, 40(4), 59–60. doi: 10.1097/01.NURSE.0000369871.07714.39

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

 The article explains how to use the PICO method to develop clinical questions.

Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part I an introduction to gathering, evaluating, and recording the evidence… fifth in a series. American Journal of Nursing, 110(7), 47–52. doi: 10.1097/01.NAJ.0000383935.22721.9c

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

 This article discusses the process of rapid critical analysis of research and literature through the categorization of studies and utilization of an evaluation table.

Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part III the process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43–51. doi: 10.1097/01.NAJ.0000390523.99066.b5

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

 This article continues the discussion of critical analysis of evidence and concludes with how nurses can then make decisions based on a synthesis of the findings.

 Nursing Library and Information Resources Cushing/Whitney Medical Library (n.d.). Levels of evidence pyramid. Retrieved from http://guides.library.yale.edu/ld.php?content_id=11940516

 This article discusses the use of systematic reviews in evidence-based practice and provides sources for locating this type of research article.

Duke University Medical Center Library. (2009). Evidence-based clinical practice resources: Hierarchy of evidence-based medicine (EBM) resources. Retrieved from http://guides.mclibrary.duke.edu/content.php?pid=274373&sid=2289252

 Duke University provides this visual representation of levels of evidence.

University of Illinois at Chicago. (n.d.) Evidence-based practice in the health sciences: Levels of evidence. Retrieved from http://ebp.lib.uic.edu/nursing/node/12

 This web-based tutorial provides an overview of evidence-based practice and includes a section on developing practice questions for evidence-based projects.

 Evidence-Based Nursing. (n.d.) Retrieved from http://ebn.bmj.com/

 This website surveys a wide range of international clinical journals and includes only those research articles that demonstrate high quality and validity.

Harvey Cushing/John Hay Whitney Medical Library (n.d.). Finding evidence in PubMed. Retrieved from http://library.medicine.yale.edu/tutorials/577

 The Joanna Briggs Institute (n.d.). Retrieved from http://joannabriggs.org/

This international organization was created by the Faculty of Health Sciences at the University of Adelaide in South Australia and provides members with access to systematic reviews and other research efforts.

Optional Resources

Boss, C., & Wurmser, T. A. (2009). Searching for evidence: Mission-critical tips. Nursing Management, 40(9), 12. doi: 10.1097/01.NUMA.0000360766.29235.8e

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

Coughlan, M., Cronin, P., & Ryan, F. (2007). Step-by-step guide to critiquing research: Part 1: Quantitative research. British Journal of Nursing (BJN), 16(11), 658–663.

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

 This article provides strategies for critiquing quantitative research and includes definitions of frequently used research terms.

Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: A step-by-step approach. British Journal of Nursing (BJN), 17(1), 38–43.

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

 This article details an approach for nurses to use when analyzing research, synthesizing data, and writing and reporting research findings.

Dale, J. C. (2005). Critiquing research for use in practice. Journal of Pediatric Health Care, 19(3), 183–186. doi:10.1016/j.pedhc.2005.02.004

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

 Engle, M., Blumethal, A., & Cosgrave, T. (2010). How to prepare an annotated bibliography. Cornell University Library Olin & Uris Libraries: Ask a Librarian. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill28.htm

Evans, D. (2003). Hierarchy of evidence: A framework for ranking evidence evaluating healthcare interventions. Journal of Clinical Nursing, 12(1), 77–84. doi: 10.1046/j.1365-2702.2003.00662.x

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

Hanson, D., Hoss, B. L., & Wsorick, B. (2008). Evaluating the evidence: Guidelines. AORN Journal, 88(2), 188–196.

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

Holopainen, A., Hakulinen-Viitanen, T., & Tossavainen, K. (2008). Systematic review – A method for nursing research. Nurse Researcher, 16(1), 72–83.

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

Kleinpell, R. M., Gawlinski, A., & Burns, S. M. (2006). Searching and critiquing literature essential for acute care NPs. Nurse Practioner, 31(8), 12–13.

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

Parahoo, K., McCaughan, E., Noyes, J., & McDonough, S. (2010). The effectiveness of psychosocial interventions for men with prostate cancer: A systematic review. Cochrane Database of Systematic Reviews, (6). doi: 10.1002/14651858.CD008529

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

This systematic review provides results of psychosocial theories utilized in assisting men with prostate cancer.

Sherrod, R. A., Ford, C., & Oliver, J. (2010). Using data from the Internet to teach ethical principles for critiquing research studies. Nurse Educator, 35(1), 17–1 9. doi: 10.1097/NNE.0b013e3181c41f8d

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

Tatano-Beck, C. (2009). Critiquing qualitative research. AORN Journal, 90(4), 543. doi: 10.1016/j.aorn.2008.12.023

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

Traynor, M. (2009). Humanism and its critiques in nursing research literature. Journal of Advanced Nursing, 65(7), 1560–1567.

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

 Consortium Library University of Alaska Anchorage (2011). Nursing research guide. Retrieved from http://libguides.consortiumlibrary.org/content.php?pid=44173&sid=330967

 The Writing Center (2007). Literature reviews. University of North Carolina at Chapel Hill. Retrieved from http://writingcenter.unc.edu/handouts/literature-reviews/

 The University of Wisconsin-Madison Writing Center. (2009). Writer’s handbook: Common writing assignments: Review of literature. Retrieved from http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html

Discuss any relevant history related to the legislation, pertinent votes, and issues that are stalling the legislation, etc.

/in /by

Review of a bill paper

Select an active bill at the state or federal level that impacts the professional practice of nursing. In a 3-4 page paper (excluding the title and reference pages), summarize the provisions of the bill and clearly explain what the bill will accomplish. The paper should be no more than 4 pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins.

Your review of a bill paper should:

  • Discuss the major provisions of the bill.
  • Demonstrate an in-depth understanding of the legislation by explaining the background and all relevant facts.
  • Discuss any relevant history related to the legislation, pertinent votes, and issues that are stalling the legislation, etc.
  • Use primary sources for this information.
  • Identify key supporters and those who do not support the bill. Explain why some of these individuals support the bill and why some do not.
  • Explore the positions of the key stakeholders in the bill, both pros and cons. Do not make assumptions about potential key stakeholders. Examine this area carefully so you are correctly reflecting the stakeholders positions.
  • Discuss how the bill would impact a nurse’s ability to provide safe and quality care or to practice to the highest scope of the nursing license.
  • Explain specific actions that nurses can take to assist with the passage or defeat of the legislation
  • Use APA format, headings and references as appropriate.