Literature Evaluation Table

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Literature Evaluation Table

Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences):

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Criteria Article 1 Article 2 Article 3 Article 4
Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

  

 

      
Article Title and Year Published

 

        
Research Questions (Qualitative)/Hypothesis (Quantitative)

 

        
Purposes/Aim of Study        
Design (Type of Quantitative, or Type of Qualitative)

 

        
Setting/Sample

 

        
Methods: Intervention/Instruments

 

        
Analysis

 

        
Key Findings

 

        
Recommendations

 

        
Explanation of How the Article Supports EBP/Capstone Project

 

        

 

 

Criteria Article 5 Article 6 Article 7 Article 8
Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

  

 

      
Article Title and Year Published

 

        
Research Questions (Qualitative)/Hypothesis (Quantitative)

 

        
Purposes/Aim of Study        
Design (Type of Quantitative, or Type of Qualitative)

 

        
Setting/Sample

 

        
Methods: Intervention/Instruments

 

        
Analysis

 

        
Key Findings

 

        
Recommendations

 

        
Explanation of How the Article Supports EBP/Capstone Literature Evaluation Table

 

        

 

 

 

NR360 Information Systems in Healthcare

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NR360 Information Systems in Healthcare

Purpose

The purpose of this assignment is to investigate informatics in healthcare and to apply professional, ethical, and legal principles to its appropriate use in healthcare technology. NR360 Information Systems in Healthcare

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Course outcomes: This assignment enables the student to meet the following course outcomes:

CO 4: Investigate safeguards and decision‐making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO 4)

CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)

CO 8: Discuss the value of best evidence as a driving force to institute change in the delivery of nursing care. (PO 8)

 

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 240 points

Requirements:

  • Research, compose, and type a scholarly paper based on the scenario provided by your faculty, and choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons learned in this class about technology, privacy concerns, and legal and ethical issues and address each of these concepts in the paper. Consider the consequences of such a scenario. Do not limit your review of the literature to the nursing discipline only because other health professionals are using the technology, and you may need to apply critical thinking skills to its applications in this scenario.
  • Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the American Psychological Association, as well as the resources in Doc Sharing if you have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take advantage of the writing service SmartThinking, which is accessed by clicking on the link called the Tutor Source, found under the Course Home
  • The length of the paper should be four to five pages, excluding the title page and the reference page. Limit the references to a few key sources (minimum of three required).
  • The paper will contain an introduction that catches the attention of the reader, states the purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment criteria).
  • In the body of the paper, discuss the scenario in relation to HIPAA, legal, and other regulatory requirements that apply to the scenario and the ending you chose. Demonstrate support from sources of evidence (references) included as in‐text citations.
  • Choose and identify one of the possible endings provided for the scenario, and construct your paper based on its implications to the scenario. Make recommendations about what should have been done and what could be done to correct or mitigate the problems caused by the scenario and the ending you Demonstrate support from

sources of evidence (references) included as in‐text citations.

  • Present the advantages and disadvantages of informatics relating to your scenario and describe professional and ethical principles appropriate to your chosen ending. Use facts from supporting sources of evidence, which must be included as in‐text citations.
  • The paper’s conclusion should summarize what you learned and make reflections about them to your
  • Use the “Directions and Assignment Criteria” and “Grading Rubric” below to guide your writing and ensure that all

components are complete.

  • Review the section on Academic Honesty found in the Chamberlain Course Policies. All work must be original (in your own words). Papers will automatically be submitted to TurnItIn when submitted to the Dropbox.

 

  • Submit the completed paper to the “We Can But Dare We?” Dropbox by the end of Week 3. Please refer to the Syllabus for due dates for this assignment. For online students, please post questions about this assignment to the weekly Q & A Forums so that the entire class may view the

 

Preparing the assignment

Background

Healthcare is readily embracing any technology to improve patient outcomes, streamline operations, and lower costs, but we must also consider the impact of such technology on privacy and patient care.

 

Your faculty member will provide a scenario for you to address in your paper.

 

Choose an ending to the scenario, and construct your paper based on those reflections.

Choose one of the following outcomes:

  1. A HIPAA violation occurs, and client data is exposed to the
  2. A medication error has harmed a
  3. A technology downtime that impacts patient care occurs, and an error is
  4. A ransomware attack has occurred, and the organization must contemplate paying the ransom or lose access to patient data.

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. Include the following sections:

  1. Introduction – 40 points/17%
    • Catches attention of the reader
    • States purpose of the paper
    • Provides a narrative outline of the paper (i.e., the assignment criteria)
  2. HIPAA, Legal, and Regulatory Discussion – 40 points/17%
    • Presents evidence from recent scholarly publications to address the impact of technology on nursing care related to:
      • Patient privacy and HIPAA standards
      • Healthcare regulations
      • Legal guidelines on appropriate use of technology
  1. Scenario Ending and Recommendations – 50 points/21%
    • Selects and presents one scenario ending as the focus of the
    • Evaluates the actions taken by healthcare providers as the situation
    • Recommends actions that could have been taken to mitigate the circumstances presented in the selected scenario
    • Supports recommendations with evidence from recent scholarly
  2. Advantages and Disadvantages – 50 points/21%
    • Presents evidence from recent scholarly publications to address the impact of technology on nursing care related to:
      • The advantages of appropriately using technology in healthcare
      • Risks of technology use in healthcare
    • Describes professional and ethical principles guiding the appropriate use of technology in
  3. Conclusion and Reflections – 30 points/12%
    • Summarizes what new information was learned by completing this
    • Reflects on how this new knowledge will impact future behavior as a healthcare
  4. Scholarly Writing and APA Format – 30 points/12%
    • Paper submitted as a Microsoft Word
    • Adheres to current APA formatting guidelines including proper use of:
      • Title page
      • Running head
      • Page numbers
    • Length is 4-5 pages, excluding title and reference pages.
    • Includes at least three (3) references that are:
      • From recent (within the last 5 years) scholarly sources
      • Cited in text appropriately
      • Included on an APA formatted reference page
    • Scholarly writing reflects:
      • Accurate spelling
      • Correct use of professional grammar
      • Logical organization of thoughts (mechanics)

 

For writing assistance, visit the Writing Center.

 

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

 

 

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Introduction

(40 points/17%)

 40 points 36 points 32 points 15 points 0 points
Required criteria

·         Catches attention of the reader.

·         States purpose of the paper.

·         Provides a narrative outline of the paper (i.e., the assignment criteria).

 Meets all requirements for section. Includes no fewer than 2 requirements for section. Includes no less than 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.
HIPAA, Legal, and Regulatory Discussion

(40 points/17%)

 40 points 36 points 32 points 15 points 0 points
Required criteria

Presents evidence from recent scholarly publications to address the impact of technology on nursing care related to:

·         Patient privacy and HIPAA standards

·         Healthcare regulations

·         Legal guidelines on appropriate use of technology

 Meets all requirements for section. Includes no fewer than 2 requirements for section. Includes no fewer than 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.
Scenario Ending and Recommendations

(50 points/21%)

 50 points 46 points 42 points 19 points 0 points
Required criteria

·         Selects and presents one scenario ending as the focus of the assignment.

·         Evaluates the actions taken by healthcare providers as the situation evolved.

·         Recommends actions that could have been taken to mitigate the circumstances presented in the selected scenario ending. Supports recommendations with evidence from

·         recent scholarly publications.

 Meets all requirements for section. Includes no fewer than 3 requirements for section. Includes 1-2 requirements for section. Section present yet includes no required criteria. No requirements for this section presented.

 

 

Assignment Section and Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
·         Supports recommendations with evidence from

recent scholarly publications.

          
Advantages and Disadvantages

(50 points/21%)

 50 points 42 points 19 points 0 points
Required criteria

·         Presents evidence from recent scholarly publications to address the impact of technology on nursing care.

·         Evidence includes the advantages of appropriately using technology in healthcare.

·         Evidence includes risks of inappropriately using technology in healthcare.

·         Describes professional and ethical principles guiding the appropriate use of technology in healthcare.

 Meets all requirements for section. Includes no fewer than 3 requirements for section. Includes 1-2 requirements for section. No requirements for this section presented.
Conclusion and Reflections

(30 points/12%)

 30 points 15 points 0 points
Required criteria

·         Summarizes new information learned by completing this assignment.

·         Reflects on how this new knowledge will impact future behavior as a healthcare professional.

 Meets all requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Scholarly Writing and APA Format

(30 points/12%)

 30 points 9 points 8 points 4 points 0 points
Required criteria

·         Paper submitted as a Microsoft Word document.

·         Adheres to current APA formatting guidelines including proper use of:

 Meets all requirements for section. Includes no fewer than 4 fully met requirements for section. Includes no fewer than 3 fully met requirements for section. Includes 1-2 requirements fully met requirements for section. No requirements for this section presented.

 

 

Assignment Section and Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
o   Title page

o   Running head

o   Page numbers

·         Length is 4-5 pages, excluding title and reference pages.

·         Includes at least three (3) references that are:

o   From recent (within the last 5 years) scholarly sources

o   Cited in text appropriately

o   Included on an APA formatted reference page

·         Scholarly writing reflects:

o   Accurate spelling

o   Correct use of professional grammar

o   Logical organization of thoughts (mechanics)

          
Total Points Possible = 240 points

 

NU-740: Week 14 Assignment 1: Poster Development

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NU-740: Week 14 Assignment 1: Poster Development

NU-740: Week 14 Assignment 1: Poster Development

Week 14 Assignment 1: Poster Development

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

Instructions

  1. Go to the website Creating Effective Poster Presentations, found at DNP Connections on Moodle.
  2.  Once on that site, review the following tabs:
    1. An Effective Poster
    2. Define Your Message
    3. Know Your Audience(s)
    4. An Effective Abstract
  3. Following your review, discuss your experience and comfort level with creating posters.
  4. If poster creation is a new skill for you, discuss some of the challenges you predict you might encounter.

Please refer to the Grading Rubric for details on how this activity will be graded. NU-740: Week 14 Assignment 1: Poster Development

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 14: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 15: Disseminating the Results
  • Moran Textbook PowerPoint – Chapter 15 (PPT)

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Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Other Moran Textbook PowerPoint presentations:

  • Moran Textbook PowerPoint – Chapter 4 (PPT)
  • Moran Textbook PowerPoint – Chapter 13 (PPT)
  • Moran Textbook PowerPoint – Chapter 14 (PPT)
  • Moran Textbook PowerPoint – Chapter 16 (PPT)

 

Week 15 Assignment 2: Complete Your SPP PowerPoint Presentation

Week 15 Assignment 2: Complete Your SPP PowerPoint Presentation

Value: Complete/Incomplete

Due: Day 3

Grading Category: Complete/Incomplete

Instructions

This week, you will be presenting your Proposal Defense to your faculty at the prearranged date/time that you scheduled in Week 12.

Please refer to the Grading Rubric for details on how this activity will be graded.

Note: You will not submit anything this week. You will receive a complete mark after you have met with your faculty.

 

Week 15 Assignment 1: Proposal Defense Presentation

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignment

Instructions

For this assignment, you will need to attend at least one Richard and Sheila Young School of Nursing DNP Defense during this semester. After you attend, write a brief synopsis (one paragraph) that includes the date and title of the DNP student’s defense you attended. In your synopsis, answer the following:

  1. What is one detail you learned that can be applied to your SPP?
  2. Where do you feel you will need the most assistance in preparing your own defense?
  3. List one goal you plan to achieve in preparation for your own DNP defense.

Submit your answers in a Word document.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 15: Learning Materials

Readings

Required

There are no assigned readings; however, you should be reading material from Moran et al. (2020) that is specific to your project.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)
  • Carnegie, D. Speak More Effectively (e-book)

Week 14 Assignment 3: Poster Submission and SPP Proposal

Value: Complete/Incomplete

Due: Day 7

Grading Category: Complete/Incomplete

Instructions

Submit a revised copy of your Poster presentation.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 14 Assignment 2: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category:  Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Review of poster development
  3. Confirmation of Week 15’s scheduled Proposal Defense Presentation
  4. Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 14 Assignment 1: Poster Development

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

Instructions

  1. Go to the website Creating Effective Poster Presentations, found at DNP Connections on Moodle.
  2. Once on that site, review the following tabs:
    1. An Effective Poster
    2. Define Your Message
    3. Know Your Audience(s)
    4. An Effective Abstract
  3. Following your review, discuss your experience and comfort level with creating posters.
  4. If poster creation is a new skill for you, discuss some of the challenges you predict you might encounter.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 13 Assignment 1: Zoom Meeting with Course Instructor

 

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Discussion of additional resources that may be needed, such as administrative, statistical, or technological
  3. Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 13: Learning Materials

Readings

Required

There are no assigned readings; however, you should be reading material from Moran et al. (2020) that is specific to your project.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 13 Assignment 2: Uploading SLOs to CORE ELMS Portfolio and SLOs

Value: Complete/Incomplete

Due: Day 3

Grading Category: Complete/Incomplete

Instructions

  1. Review the Week 1 Activity 2: Portfolio Information and Resources for the details and portfolio information.
  2. Make certain that your portfolio information is up to date.
  3. Your instructor will review the content and offer constructive feedback.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 13 Assignment 3: SPP PowerPoint Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: PPT Presentation

Instructions

Submit a revised copy of your SPP PowerPoint presentation.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 13 Assignment 4: The Essentials: Core Competencies for Professional Nursing Education and SLOs

Value: Complete/Incomplete

Due: Day 7

Grading Category: Complete/Incomplete

Instructions

Over the past several weeks you have examined all nine student learning outcomes (SLOs) that provided an opportunity to reflect upon your achievements in accordance to academic standards. This week you will review and examine The Essentials outlined by the American Association of Colleges of Nursing (AACN). The AACN revised the Essentials outlining the following Domains. The domains and descriptors used in the Essentials are listed below.

Selects a minimum of one Domain and describe how the Domain and SLOs facilitated competency in your DNP education and in professional practice in a minimum of 250 words.

Student Learning Outcomes

  1. Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for health care delivery. 2. Synthesize evidence from research and theory to enhance delivery of quality health care. 3. Develop systems supportive of effective communication at the organizational and interdisciplinary level. 4. Generate knowledge through research and/or evidence-based practice to advance the nursing profession. 5. Evaluate ethical, legal, and professional standards of practice. 6. Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system. 7. Create an environment that maximizes continued learning and development for professional practice. 8. Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that affects the quality of the health care system. 9. Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and implementation of effective health care delivery.

Essential Domains

Domain 1: Knowledge for Nursing Practice Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Domain 2: Person-Centered Care Descriptor: Person-centered care focuses on the individual within multiple complicated contexts, including family and/or important others. Person-centered care is holistic, individualized, just, respectful, compassionate, coordinated, evidence-based, and developmentally appropriate. Person-centered care builds on a scientific body of knowledge that guides nursing practice regardless of specialty or functional area.

Domain 3: Population Health Descriptor: Population health spans the healthcare delivery continuum from public health prevention to disease management of populations and describes collaborative activities with both traditional and non-traditional partnerships from affected communities, public health, industry, academia, health care, local government entities, and others for the improvement of equitable population health outcomes.

Domain 4: Scholarship for Nursing Discipline Descriptor: The generation, synthesis, translation, application, and dissemination of nursing knowledge to improve health and transform health care.

Domain 5: Quality and Safety Descriptor: Employment of established and emerging principles of safety and improvement science. Quality and safety, as core values of nursing practice, enhance quality and minimize risk of harm to patients and providers through both system effectiveness and individual performance.

Domain 6: Interprofessional Partnerships Descriptor: Intentional collaboration across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes.

Domain 7: Systems-Based Practice Descriptor: Responding to and leading within complex systems of health care. Nurses effectively and proactively coordinate resources to provide safe, quality, equitable care to diverse populations.

Domain 8: Informatics and Healthcare Technologies Descriptor: Information and communication technologies and informatics processes are used to provide care, gather data, form information to drive decision making, and support professionals as they expand knowledge and wisdom for practice. Informatics processes and technologies are used to manage and improve the delivery of safe, high-quality, and efficient healthcare services in accordance with best practice and professional and regulatory standards.

Domain 9: Professionalism Descriptor: Formation and cultivation of a sustainable professional nursing identity, accountability, perspective, collaborative disposition, and comportment that reflects nursing’s characteristics and values.

Domain 10: Personal, Professional, and Leadership Development Descriptor: Participation in activities and self-reflection that foster personal health, resilience, and well-being, lifelong learning, and support the acquisition of nursing expertise and assertion of leadership.

Review the SLOs addressed and consider the essentials and domains revising your word document as needed.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 11 Assignment 2: SLO 9 Integrating Student Learning Outcomes and DNP Essentials

value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 1

Evaluate the effectiveness of leadership and of educational strategies in influencing health care practitioners toward the design and implementation of effective health care delivery.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the Student Learning Outcome and the DNP Essential.
  • Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your Scholarly Practice Project (SPP) and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 12 Discussion: Recording your SPP Proposal (For Grading Purposes Only)

Week 12 Discussion 1: Scheduling Your Proposal Defense Meeting (For Grading Purposes Only)

Week 12 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Review of documenting into e-Logs
  3. Discussion of additional resources that may be needed, such as administrative, statistical, or technological
  4. Discussion of success in scheduling the Proposal Defense Presentation date
  5. Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 12 Assignment 2: Current Scholarly Practice Project (SPP) Submission

Value: 100 points

Due: Day 7

Grading Category: SPP Paper

Instructions

In the past several weeks you have worked on the components of the SPP. Review the rubric for the content expected for this submission. Be sure to look over any feedback and incorporate in your submission

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 10 Assignment 1: Zoom Meeting with Course Instructor

alue: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Discussion of additional resources that may be needed, such as administrative, statistical, or technological
  3. Discussion of the roles of leadership, mentoring, informatics technology, and quality and safety as they apply to your SPP
  4. Review of completed clinical hours to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 10 Assignment 2: SLO 8 Integrating Student Learning Outcomes and DNP Essentials

value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 8

Evaluate the dynamic forces and issues influencing health care delivery in order to initiate interdisciplinary and multidisciplinary change that affects the quality of the health care system.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the Student Learning Outcome and the DNP Essential.
  • Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your Scholarly Practice Project (SPP) and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 10 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: 100 points

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will add your theoretical framework and any revisions as advised by your instructor.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 11 Discussion 1: SPP Resources and Support (For Grading Purposes Only)

Week 11 Discussion 1: SPP Resources and Support

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

As you begin to think about the resources that you will need for your SPP, explain the following in this discussion forum:

  1. Who will be needed to assist with your SPP in all of the stages, including assessment, planning, implementing, and evaluating?
  2. Consider inviting interprofessional collaboration into your team makeup, meaning individuals from both nursing and other professions. Identify, by profession, the resources who will be instrumental in your project and why.
  3. Also remember to include the patients and populations served as stakeholders. If you know the names and disciplines of the identified team members for your project, please include this information to share with your course instructor.
  4. Consider every step of the SPP. Will you also need administrative, statistical, or technological support?
  5. Add any additional thoughts on your resources and support team.

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 11 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Discussion of additional resources that may be needed for writing resources
  3. Discussion of how interprofessional collaboration applies to your SPP

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 8 Assignment 2: SLO 6 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 6

Evaluate the leadership and management roles of the doctoral prepared nurse in creating a quality health care delivery system.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLOs and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 9 Discussion 1: SPP Theoretical Framework (For Grading Purposes Only)

Week 9 Discussion 1: SPP Theoretical Framework

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

Describe the theoretical framework that supports your SPP as you consider the following:

  1. Indicate the main concepts or constructs of the theory.
  2. Does the theory describe, explain or predict the phenomenon of interest?
  3. Is there a graphic of the theory?
  4. How will the theory guide the framework of the DNP project?
  5. What are the model’s philosophical assumptions that relate to the theoretical framework?

Replies

Review other students’ initial posts and reply to two peers.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 9: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 5: The Phenomenon of Interest
  • Moran Textbook PowerPoint – Chapter 5 (PPT)
  • Holly, C. (2019). Practice-Based Scholarly Inquiry and the DNP Project (2nd ed.).
    • Chapter 2: Practice-Based Scholarly Inquiry

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Videos

Theoretical Framework, The Doctoral Journey (17:41 minutes)

Theoretical Framework Video Transcript

How to Support Research with Theoretical and Conceptual Frameworks (5:19 minutes)

How to Support Research with Theoretical and Conceptual Frameworks Video Transcript

Week 9 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP
  2. Review of documenting into e-Logs
  3. Discussion of additional resources that may be needed, such as administrative, statistical, or technological
  4. Discussion of your chosen theoretical framework and its associated assumptions that support variables of your proposed project
  5. Review of clinical hours completed to date

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Click the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Click Save Changes.

Week 9 Assignment 2: SLO 7 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 7

Create an environment that maximizes continued learning and development for professional practice.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the Student Learning Outcome and the DNP Essential.
  • Discuss how you plan to meet the Student Learning Outcomes and the Essentials at this stage of your Scholarly Practice Project (SPP).
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your Scholarly Practice Project (SPP) and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 10 Discussion 1: Mentorship or Leadership

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Option 1 Mentorship

Initial Post

Does your SPP offer the opportunity to be a mentor and/or preceptor in a practice setting? Cho et al. (2011) identified the following attributes of an outstanding mentor:

  • Exhibits enthusiasm, compassion, and selflessness
  • Acts as a career guide, tailored to the mentee
  • Is able to make a time commitment
  • Supports personal/professional balance
  • Has effective communication skills
  • Is respected in the workplace by peers and senior administrators
  • Is politically astute
  • Is highly knowledgeable in the field (Moran et al., 2020, p. 261)

Reflect upon the above eight attributes and how you would rate yourself as a mentor. How might you achieve increased competency in any of these attributes during your SPP to develop fully in your advanced practice role?

Provide the name and contact information of your proposed mentor. This is someone in the community who will support you in your SPP as a content expert.

Option 2 Leadership, Informatics Technology, and Quality and Safety

Initial Post

Choose one of these three topics: leadership (prompt 1), informatics technology (prompt 2), or quality (prompt 3), and answer the corresponding prompt below. Please choose a topic that has not yet been addressed until the three topics have been explored in this discussion.

  1. There will be opportunities to exemplify leadership in your SPP project. Discuss your perceived leadership strengths and weaknesses and identify your dominant leadership style(s).
  2. There may be available opportunities to use informatics tools in your SPP project. Review Moran et al. (2020) Table 13-10: Informatics Tools to Enhance the DNP Project Process and Table 13-11: Informatics Tools: Functions and Operating Systems. Discuss how you might use some of the listed tools, or tools not introduced in these tables, in your project development, implementation, and evaluation stages.
  3. There will be opportunities to support your SPP project with quality measures. Discuss the role of QSEN’s educational resources and training initiatives and how they might be incorporated into your SPP. How does your SPP synthesize evidence from research and theory to enhance delivery of quality health care?

Replies

Review other students’ initial posts and reply to two posts. You can make a both replies in the same option or in different options o. If you know someone who is an expert in a classmate’s topic area, please provide him or her with that information. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 7 Discussion: SPP Objectives

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

Post your project objectives, which is a 2–3-sentence statement on the purpose of doing this project. This week you will write Project Objectives or aims of your study for conducting your project. These stated objectives will keep your project on track. I suggest that you review the project objectives description section in your text. The objectives should describe what will be done as a measurable component, and when it will be completed. You will need to identify the aim of the project and an aim of translation into practice, therefore, at minimum you will need 2 objectives/aims.

S.M.A.R.T. Objectives
Specific
Measurable w/Measurement
Achievable
Relevant
Time-Oriented

Specific

  • What do I want to accomplish?
  • Why is this goal important?
  • Who is involved?
  • Where is it located?
  • Which resources or limits are involved?

Measurable w/Measurement

Achievable

  • Can objective be achieved?

Relevant

  • Should it be done?
  • Why?

Time-oriented

  • When will it be done?

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. If you have any questions, thoughts, and/or suggestions, you can make reply posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 7: Learning Material

Readings

Required

  • Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success (1st ed.). Springer
    • Framing the DNP Project; Taking Aim and Being Smart pp. 161-183.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 7 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, you will:

  1. Develop aims and objectives for your SPP.
  2. Review documenting into Core Elms.
  3. Demonstrate mastery of scholarly writing, including correct APA formatting.
  4. Organize the components of your DNP SPP paper.
  5. Review your project aims and objectives.
  6. Describe your project feasibility.

Instructions for Using Zoom

If any associated assignments or tasks are due following your live session, please upload them to this assignment using the following instructions.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 7 Assignment 2: SLO 5 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 5

Evaluate ethical, legal, and professional standards of practice.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLOs and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 7 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will incorporate the research question, statement of the problem, background, significance, and objectives for your project in your draft.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 8 Discussion: SPP Evidence-Based Practice Model

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

This week you will determine your project approach and identify a practice Model best suited to guide your project. Moran et al. (2020) indicates that a “DNP projects use a variety of approaches including quality improvements, program and policy evaluation, evidence-based practice initiatives and components of quantitative and qualitative research methodologies to evaluate, innovate or improve practice.” Methods such as PDSA; Six Sigma; or RCA in a QI project or the IOWA; the Rosswurm and Larrabee or Stelter models on an EPB project need “congruence between the project aim(s) and the study design, and the data collection and the analysis plan” (Moran et al., 2020, p. 156).

In Moran et al. (2020, p. 157), review Table 7-1 for the various approaches to the DNP project that include research /practice based inquiry, quality improvement, evidence-based practice, or program evaluation. As you begin to consider your project design,

  1. Review and select the DNP approach consistent with your population, intervention and outcome measurement for your study and provide a rationale for your selection.
  2. Describe the EBP model that will guide your project and the rationale for choosing this EBP model. You may refer to Table 7-1: DNP Project Approaches (Moran et al. 2021 p. 157) in your text for guidance.
  3. Define practice inquiry as it relates to the development of your scholarship practice project outlined in Holly (2019, p. 47) and the importance practice inquiry as you develop your SPP proposal.
    Your DNP project can take many forms. In Figure 5-2, Moran et al. (2020, p. 141), gives some examples for review

Quality Improvement Projects (a focus on analyzing elements of specific areas of performance to gain some measure of improvement). Quality Improvement Projects might use Plan-Do-Study-Act, Six Sigma, Lean Methodology, Failure Mode Effect Analysis, Root Cause Analysis, or Structure Process Outcome to name a few frameworks.

Examples:

  • Deploying a Geriatric Nurse Practitioner in an Emergency Department to Improve Outcomes for Geriatric Patients
  • Fall Prevention in the Medical Surgical Setting
  • Optimizing Inpatient Heart Failure Education to Support Self-Care After Discharge

Translating Evidence into Practice Projects (incorporate evidence into practice; translate practice guidelines; develop, implement, and/or evaluate practice initiatives). Evidence-based Practice Projects might use the IOWA Model, the Advancing Research & Clinical Practice through Close Collaboration, the Academic Center for Evidence-Based Practice, the Promoting Action on Research Implementation, the Stetler Model, the John Hopkins Hospital Nursing Evidence-based Practice Model, the JBI Model of Evidence-based Healthcare, or the Rosswurm and Larrabee Model, to name a few. Regis College oftentimes uses the Rosswurm and Larrabee Model as an exemplar for evidence-based practice

Examples:

  • Translation of Autism Screening Research into Practice
  • An Evidence-Based Toolkit to Prevent Meningococcal Meningitis in College Students
  • An Evidence-Based Ovarian Cancer Education Toolkit: A Pilot Study
  • Evidence-Based Practice Update for Nurse Practitioners in Urgent Care
  • Implementing Evidence-Based Practice in an Acute-Care Hospital
  • Development of an Evidence-Based, In-Patient Alcohol Detoxification Guideline for Culturally Diverse Adults

Clinical or Practice-based Inquiry Projects (asking questions about clinical practice)

Examples:

  • Predictors of the First-Year Nursing Students at Risk for Early Departure
  • Prevalence of Symptoms in Multiple Sclerosis Patients
  • The Predictive Value of Second Trimester Blood Pressures on the Development of Preeclampsia

Healthcare Delivery Innovation Projects (leading interdisciplinary teams, using technology to promote change, cultural competency advances)

Examples:

  • Development of a Web-Based Health Information Database and Call Center
  • A Web-Based Group Intervention for Patients with Recurrent or Metastatic Pancreatic Cancer
  • Development of a Virtual Nursing Learning Lounge to Bridge the Practice Gap
  • Interdisciplinary Simulation Training for Evidence-Based Obstetric Crisis Management

Program Development and Evaluation Projects. Program Evaluation Projects might use the CDC Framework, Logic Model, Balanced Scorecard, or Context, Input, Process and Product, to name a few.

Examples:

  • A Strategic Plan for the Development of a Model of Care for HIV Co-Infected Diabetics in an Inner-City Clinic
  • Smoking Cessation Program for Patients with Coronary Artery Disease
  • An Evaluation of a School-Based Asthma Protocol
  • A Medication Safety Education Program to Reduce the Risk of Harm Caused by Medication Errors
  • Effectiveness of Chronic Disease Self-Management Programs for Mentally Ill Inmates with Diabetes
  • A Multi-Method Approach to Evaluating Online Distance Learning in Nursing Education
  • Strategic Plan for a Patient-Centered Medical Home Adaptation
  • Development of a Strategic Plan for a Dedicated Education Unit and Clinical Teaching Associate Role

Demonstration Projects (test and measure the effects of program changes in real-world situations)

Examples:

  • A Community Based Approach to Promoting Nutritional Awareness and Improving Dietary Habits
  • Empowering Community Health: A Faith-Based Approach
  • Safe Foot Care in African American Type 2 Diabetes
  • Effects of Health Education on Nutrition and Physical Activity of School Children

Healthcare Policy (opportunities to advocate)

Examples:

  • Leadership, Advocacy, and Policy: Development of a Professional Organization for Doctors of Nursing Practice
  • Criterion-Based Job Description and Performance Assessment for the Advanced Practice Nurse
  • Nursing Informatics Certification and Competencies: A Report on the Current State and Recommendations for the Future
  • Nursing Incivility: Leadership Response

Generating New Evidence or Knowledge (quantitative, qualitative, mixed-methods research studies)

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Review and reply to two posts.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 8: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 7: Aligning Design, Method, and Evaluation with the Clinical Question pp. 155-185.
  • Holly, C. (2019). Practice-Based Scholarly Inquiry and the DNP Project (2nd ed.). Springer.
    • Part 1 Chapter 3: The DNP Project

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 8 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Report of the status of the week’s independent work on your SPP.
  2. Review of documenting into CoreElms.
  3. Discuss additional resources that may be needed, such as administrative, statistical, or technological.
  4. Discuss the chosen EBP model that supports the proposed project.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 5 Assignment 3: SLO 3 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 3

Develop systems supportive of effective communication at the organizational and interdisciplinary level.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLO and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 5 Assignment 1: Scholarly Practice Project SPP Background

Value: Complete/Incomplete

Due: Day 7

Grading Category: Assignments

Instructions

The background should build a logical, rational, argument for doing the project. It should be very well referenced and represent a brief synthesis of the literature that you read in order to build your argument. By the time the reader finishes it, he or she should be able to guess the purpose of your project without reading any further. According to the guidelines” Background; this should be approximately 2-5 pages and well referenced.

In a Word document, submit the background portion of your SPP only for faculty review.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 5: Learning Materials

Readings

Required

  • Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success (1st ed.). Springer
    • Chapter 4 Developing the DNP Project Background and Context p 91-128.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 6 Discussion: SPP Significance

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

The major focus of this week’s SPP Paper will be the Significance section. Review page 282 of Moran, et al. (2020) that outlines the elements to be included in the significance expanding on the introduction. According to Moran et al. (2020, p. 282), “Why is it important for this work to be completed? What are the problems that have been identified, and what are the implications? Why should the reader be interested in this topic?” The Significance sections provides the reader with an understanding of the problem and where the problem is occurring. (Moran et al, 2020).

In a Word document, develop the Significance section. You will address the importance of the identified problem to You will address the importance of the identified problem to nursing practice, research, education, leadership and/or administration. Please briefly describe how implementation of your SPP may impact nursing practice. You will want to tell the reader why your topic is significant in regards to nursing practice, research, education, leadership and/or administration. Therefore you will have four paragraphs, one for nursing practice, one for research, one for education and one for leadership /administration.

Replies

Review and respond to at least two other students’ initial posts with questions, thoughts, and/or suggestions.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 6: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Page 282, Background and Significance section.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Week 6 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are as follows:

  1. Report your status of the week’s independent work on your SPP.
  2. Review yourdocumenting into CoreElms.
  3. Discuss the significance of your SPP proposal.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 6 Assignment 2: SLO 4 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 4

Generate knowledge through research and/or evidence-based practice to advance the nursing profession.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLO and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine Student Learning Outcomes (SLOs) and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 3 Discussion 1: SPP Research Question and Validated Instrument

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

After reading and reviewing Bradshaw and Vitale’s learning materials, you will develop your PICO question and look in the literature and explore a validated tool, which will be used in your study.

Review the PICO video, which describes the Population, Intervention, Comparison, and Outcome. State your clinical/research question in the PICO format and post.
Review the following example.

  • Population describes the sample population.
  • Intervention names the clinical intervention or therapies of interest.
  • Comparison identifies a comparison intervention or the intervention is compared to usual care or procedure.
  • Outcome describes the outcome or consequences.

For those who are working on a qualitative study, your PICO will not identify an intervention. Review Polit and Beck (2021, p. 34), for all types of PICO questions.

In preparation for our Zoom meeting next week, consider the following items to discuss:

  1. What is the problem you would like to investigate?
  2. Are you thinking about a quantitative study, where you will implement an intervention, or perhaps a qualitative study to assess the meaning or process? If you are unfamiliar with the types of research, take the time to review them in your research book prior to the Zoom session. Also, review the PICO question format in Polit and Beck (2021, p. 34).
  3. What is the population of focus?
  4. What type of intervention or treatment do you want to employ?
  5. How will you implement the intervention? How will this be delivered? Who will it be delivered to?
  6. What do you want to measure? Review the independent and dependent variables.
  7. How do you plan to translate your findings into practice?

Here is an example:

Let’s say you want to structure and investigate a telephonic management program to enhance self-care for adults with diabetes in rural areas and to compare to the usual care in an urban area.

  • P = adults with diabetes in rural area
  • I = telephonic management program
  • C = urban area
  • O = self-care (You will want to assess the education from the telephone session along with HgA1C and perhaps other measures.)

Therefore, PICO your question will be:

In adults with diabetes who live in rural areas, what is the effect of a telephonic management program compared to usual care in an urban area on self-care?

Once you conduct the study, how would you translate this into practice?

Would you go to the local health department, primary care office, or home care to implement a program?

Also, you should begin to explore a tool that you will use in your study to measure the outcome variable of your PICO.

Replies

Review other students’ initial posts to gain additional insight on the topic of the PICO Development discussion. Reply to at least two posts and offer insight on the PICO questions content and structure. Offer comments on the validated tools selected for the study.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 3: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 6 Developing the DNP Project
    • Chapter 7: Aligning Design, Method, and Evaluation with the Clinical Question
    • Chapter 10: Creating and Developing the Project Plan
  • Moran Textbook PowerPoint – Chapter 6 (PPT)
  • Moran Textbook PowerPoint – Chapter 7 (PPT)
  • Moran Textbook PowerPoint – Chapter 10 (PPT)
  • Polit, D. F., & Beck, C. T. (2016). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Lippincott, Williams, & Wilkins pp. 33-34
  • Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success, (1st ed.). Springer
    • Lesson 5.2 Formalizing a Question using PICOT pp. 137-140.
    • Lesson 7.8 Evaluation of Outcome and Process pp. 209-212.

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Video

PICO: A Model for Evidence-Based Research

PICO: A Model for Evidence-Based Research Video Transcript

Week 3 Assignment 2: SLO 1 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 1

Evaluate the theoretical bases for nursing as they support organizations in achievement of adaptation and culturally competent care for healthcare delivery.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the Student Learning Outcome (SLO)and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your Scholarly Practice Project (SPP).
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 3 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Instructions

During this week’s meeting with your course instructor, the topics for discussion are:

  1. Structuring your PICO question.
  2. Discussion regarding the research question.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 4 Assignment 1: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Introduction

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP.

During this week’s meeting with your course instructor, the topics for discussion are as follows:

  1. Report the status of the week’s independent work on your SPP.
  2. Review your documenting into CoreElms.
  3. Discuss the development of your SPP statement of the problem.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 4: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 5: The Phenomenon of Interest
    • Chapter 6: Developing the DNP Project
    • Chapter 12: The Proposal
  • Moran Textbook PowerPoint – Chapter 5 (PPT)
  • Moran Textbook PowerPoint – Chapter 6 (PPT)
  • Moran Textbook PowerPoint – Chapter 12 (PPT)
  • Bradshaw, M., & Vitale, T. (2020). The DNP Project Workshop: A Step-by-Step Process for Success, (1st ed.). Springer. 
    • Lesson 4.1 Revising the Problem Statement p. 94.
  • Bonnel, W., & Smith, K. (2021). Proposal writing for clinical nursing and DNP projects. (3rd ed.). Springer.
    • SECTION 1 Writing your proposal; putting your “problem” in context pp. 29-56

Instructional Materials

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams.

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Video

Research Problem and Purpose Statement

Work Before Your Research Question (12:36 Minutes)

Research Problem and Purpose Statement Video Transcript

Week 4 Assignment 2: SLO 2 Integrating Student Learning Outcomes and DNP Essentials

Value: Complete/Incomplete

Due: Day 3

Grading Category: Assignments

Overview

Student Learning Outcome 2

Synthesize evidence from research and theory to enhance the delivery of quality health care.

DNP Essential Domain 1: Knowledge for Nursing Practice

Descriptor: Integration, translation, and application of established and evolving disciplinary nursing knowledge and ways of knowing, as well as knowledge from other disciplines, including a foundation in liberal arts and natural and social sciences. This distinguishes the practice of professional nursing and forms the basis for clinical judgment and innovation in nursing practice.

Instructions

Please complete the following:

  • Review the SLOs and the DNP Essential.
  • Discuss how you plan to meet the SLOs and the Essentials at this stage of your SPP.
  • Review the entry-level and advanced-level sub-competencies in the DNP Essentials. Examine what may be applicable to your project.
  • Create a Word document that will become a living document, which you will continuously revisit and adapt as you progress through NU740–743.
  • Upload your Word document to this assignment for instructor review and feedback.

The purpose of this assignment is to recognize how the SLOs and DNP Essentials influence your SPP and nursing practice. The goal is to document how you have met all nine SLOs and DNP Essentials upon DNP graduation.

In Week 13, you will post the completed Word document into your Core Elms ePortfolio.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 4 Assignment 3: Current Scholarly Practice Project (SPP) Submission

Value: Complete/Incomplete

Due: Day 7

Grading Category: SPP Paper

Instructions

This week, you will incorporate the research question and statement of the problem in your draft.

In the statement of the problem, you want to identify 4-6 reasons for the problem that you identified. Start out with a list, then structure a sentence or two for each of the listed items. When you get to the background, you can use each item on your list and expound on the item/issue in a paragraph(s). This will provide congruency for the reader and enhance the flow of ideas. Have you identified reasons for your study?

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 5 Assignment 2: Zoom Meeting with Course Instructor

Value: Complete/Incomplete

Due: Day 7

Grading Category: Zoom Meetings

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your SPP

During this week’s meeting with your course instructor, the topics for discussion are as follows:

  1. Report your status of the week’s independent work on your SPP.
  2. Review your documenting into CoreElms.
  3. Discuss the background of your SPP Proposal.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 1 Discussion: DNP Goals and Competency

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post byDay 3and reply to at least two of your colleagues, on two separate days, byDay 7.

Grading Category: Discussions

Initial Post

Moran, Burson, & Conrad (2020, p. 18) indicates the doctoral education has two paths. Compare the DNP and PhD in nursing components and outline the difference in their goals and competencies of graduates. Why did you choose to pursue a DNP?

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Reply to two other posts and offer insight into the expected DNP goals and competency.
Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 1: Tools to Be Successful in this Course

Please participate in the following interactive media pieces to gain a better understanding of the course structure and how the courses work together as well as developing engaging and professional presentation and research processes.

  • DNP Course Structure
  • Creating PowerPoint Presentations
  • The Research Process

Week 1: Learning Materials

Readings

Required

  • Moran, K. J., Burson, R., & Conrad, D. (2020). The doctor of nursing practice project: A framework for success (3rd ed.). Jones & Bartlett Learning.
    • Chapter 1: Setting the Stage for the Doctor of Nursing Practice Project
    • Chapter 2: Defining the Doctor of Nursing Practice: Current Trends
    • Chapter 11: Driving the Practicum to Impact the DNP Project
  • Moran Textbook PowerPoint – Chapter 1 (PPT)
  • Moran Textbook PowerPoint – Chapter 2 (PPT)
  • Moran Textbook PowerPoint – Chapter 11 (PPT)
  • PICO and Developing Search Strategy (PDF)

Instructional Materials

  • SPP Proposal Defense PPT Template (PPT)
  • DNP Connections

The expectation is that you will explore and review all instructional materials to meet the criteria of the course, to further your understanding of course content, and to help you prepare for upcoming assignments and exams. You will begin to use the Core Elms in Week 3 to allow time for the registration process.

  • Core Elms Login
  • Core Elms Student User Guide (PPT)
  • Guidelines for Scholarly DNP Project NU740-743 (PDF)
  • Regis College Nursing Handbook Addendum, DNP Section Review
  • Roles and Responsibilities of Committee Members and Students (Word)
  • The Essentials of Doctoral Education for Advanced Nursing Practice (PDF)

Videos

  • The Research Process: Topic Selection Video (10:20 minutes)
    • The Research Process: Topic Selection Video Transcript

The Research Process (2:57 minutes)

The Research Process Video Transcript

Quantitative and Qualitative – What’s the difference? (2:25 minutes)

Quantitative and Qualitative – What’s the difference? Video Transcript

Week 1 Assignment 1: Zoom Meeting

Value: Complete/Incomplete

Due: Day 7

Instructions

Zoom sessions offer an opportunity to meet as a group or individually to review course content that will contribute to the development of your (SPP).

During this week’s meeting with your course instructor, the topics for discussion are as follows:

  1. Review the SPP Proposal condensed template (Word) and the SPP Project Proposal Defense template (PPT)
  2. Review the individual self-assessment of scholarly writing and APA formatting abilities.
  3. Review the Regis College resources for writing and APA formatting support.
  4. Submit a two-paragraph summary of your discussion with your instructor.

Instructions for Using Zoom

If there are any associated assignments or tasks that are due following your live session, please upload them to this assignment using the instructions below.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

Week 1 Assignment 2: Syllabus Exercise

Value: Complete/Incomplete

Due: Day 7

Instructions

To ensure that everyone understands the resources and what is available in the syllabus, please complete the following exercise.

The syllabus contains a lot of information that will be useful to you over the course of the term. Make sure that your submission states that you have read the syllabus, understand the information, and are clear about the expectations and responsibilities of this course. In addition, list one new item that you learned after reading the syllabus.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your files to the File Picker.
  3. Select Save Changes.

Week 2 Discussion: DNP Project Taskforce

Value: 100 points

Due: In an effort to facilitate scholarly discourse, create your initial post by Day 3 and reply to at least two of your colleagues, on two separate days, by Day 7.

Grading Category: Discussions

Initial Post

According to Moran et al. (2020, pp. 55-56), a DNP Project should

  • Encompass multiple aspects to the DNP Essentials.
  • Be broadly practice based (health system, population, or policy).
  • Are quality improvement, demonstration projects, clinical inquiry, or translation of EBP or program evaluation?
  • Understand the needs of the stakeholders.
  • Must contain evidence synthesis, leadership, and a measurement of outcomes.
  • Include the necessary project elements of planning, implementing and evaluation components.
  • Focus on changes that impact healthcare outcomes though direct or indirect care with a system or population.
  • Cover the implementation of the project; demonstrates and appropriate area of practice including evaluation of the process and its outcomes and a plan for sustainability.
  • Contain rigor; a systematic, logical and thorough approach in the design and implementation addressing a significant problem, including the evaluation of appropriate metrics.
  • Use of valid and reliable data collection and analyzing methods to facilitate project outcomes.

It should briefly describe the DNP Task Force Recommendations for Implementation of the DNP Project and Expectations (Moran et al. 2020, p. 28)

Replies

Review other students’ initial posts to gain additional insight on the topic of discussion. Reply to two of your peers and offer insight.

Please refer to the Grading Rubric for details on how this activity will be graded.

Posting to the Discussion Forum

  1. Select the appropriate Thread.
  2. Select Reply.
  3. Create your post.
  4. Select Post to Forum.

Week 2 Assignment: Annotated Bibliography

Value: 100 points

Due: Day 7

Grading Category: Annotated Bibliography

Overview

Scholarly writing is an expectation in the course and program. Writing resources include Pearson Writer and Smarthinking.

An important part of your work in this course is a review of articles related to the topic of your major project. An annotated bibliography is a method you can use to summarize and assess the articles you plan to use for your Scholarly Practice Project Paper.

For this assignment, you are required to write an annotated bibliography for one research article related to the topic of your Scholarly Practice Project Paper. The bibliography should reflect the research you are doing related to your topic of interest.

Guidelines

  1. You will write an annotated bibliography for one research article related to your topic of interest. The annotated bibliographic entry for the article should be two to three paragraphs for a total of no more than two pages in length.
  2. The OWL Purdue Online Writing Lab has a good guide to writing annotated bibliographies; you are encouraged to follow the format outlined on this site specifically relating to the summarization, assessment, and reflection. Following are excerpts from the Purdue guide and should be used to direct the writing of your annotated bibliography.
    1. Summarize. Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine the degree of detail of your summary.
    2. Assess. Is it a useful source? How does it support the focus of your paper? Is the information reliable? Is this source biased or objective? What is the goal of this source?
    3. Reflect. Ask how this source fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?
  3. Write your annotated bibliography in your own words. Do not use the abstract of the article as your annotated bibliography.
  4. The article you select must be at a graduate level. All must come from academic/professional-level referenced journals. You cannot use articles from introductory nursing journals (such as RN, AJN).
  5. Lastly and most importantly, if you have any questions, please contact your faculty.

Please refer to the Grading Rubric for details on how this activity will be graded.

To Submit Your Assignment:

  1. Select the Add Submissions button.
  2. Drag or upload your file to the File Picker.
  3. Select Save Changes.

 

 

 

 

 

 

Nursing homework help

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Nursing homework help

COMP1702 Big Data Faculty Header ID Contribution: 100% of course
Course Leader: Coursework   Deadline Date:

25 April 2022 (23:30)
 

Feedback and grades are normally made available within 15 working days of the coursework deadline
Learning Outcomes:

1 Explain the concept of Big Data and its importance in a modern economy 2 Explain the core architecture and algorithms underpinning big data processing 3 Analyse and visualize large data sets using a range of statistical and big data technologies 4 Critically evaluate, select and employ appropriate tools and technologies for the development of big data applications Nursing homework help

ORDER A PLAGIARISM FREE PAPER NOW

Plagiarism is presenting somebody else’s work as your own. It includes copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the procedures set down by the University. Please see your student handbook for further details of what is / isn’t plagiarism.

 

All material copied or amended from any source (e.g. internet, books) must be referenced correctly according to the reference style you are using.

 

Your work will be submitted for plagiarism checking. Any attempt to bypass our plagiarism detection systems will be treated as a severe Assessment Offence.

 

Coursework Submission Requirements

 

  • An electronic copy of your work for this coursework must be fully uploaded on the Deadline Date of 25th April 2022 using the link on the coursework Moodle page for
  • For this coursework you must submit a single report in PDF format. In general, any text in the document must not be an image (i.e. must not be scanned) and would normally be generated from other documents (e.g. MS Office using “Save As .. PDF”). An exception to this is handwritten mathematical notation, but when scanning do ensure the file size is not excessive.
  • There are limits on the file size (see the relevant course Moodle page).
  • Make sure that any files you upload are virus-free and not protected by a password or corrupted otherwise they will be treated as null
  • Your work will not be printed in colour. Please ensure that any pages with colour are acceptable when printed in Black and
  • You must NOT submit a paper copy of this
  • All coursework must be submitted as above. Under no circumstances can they be accepted by academic staff

 

The University website has details of the current Coursework Regulations, including details of penalties for late submission, procedures for Extenuating Circumstances,

 

and penalties for Assessment Offences. See http://www2.gre.ac.uk/current- students/regs

 

 

 

Detailed Specification

You are expected to work individually and complete a report that addresses the following tasks. You need to cite all sources you  rely on with in-text style. You may include material discussed in the lectures or labs, but additional credit will be given for independent research. Note: References should be in Harvard format. The word count does NOT include references.

 

 

 

·       Part A (25 Marks)

 

  • Task A.1 [mark 10] Explain the main characteristics of Big Data. (Word count: 200 words ±10%)

 

  • Task A.2 [mark 15] Compare Hadoop and Relational Database Systems. Give an application scenario that is well suited to Hadoop and explain your reason. (Word count: 300 words ±10%)

 

 

 

·       Part B (30 Marks):   MapReduce Programming

 

Suppose that you have a large student file which cannot be stored in a single machine. Each record of this file contains information: (Student_ID, Student_Name, Sex, Age, Module, Grade, Department).

 

  • Task B.1 [mark 15] Please design a MapReduce Algorithm (Pseudo-codes or Java Codes) to output the average grade for each module. The algorithm is expected to be as efficient as possible.

 

  • Task B.2 [mark 15] Describe the algorithm designed. You should explain how the input is mapped into (key, value) pairs by the map stage, i.e., specify what is the key and what is the associated value in each pair, and, if needed, how the key(s) and value(s) are computed. Then you should explain how the output (key, value) pairs of the map stage are processed by the reduce stage to

 

get  the  final  answer(s).     You should also analyse the efficiency of the MapReduce algorithm designed. (Word count: 300 words ±10%)

 

  • Part C (45 marks): Big Data Project Analysis

The CropY company is a leading provider of precision agriculture service. Precision agriculture is the science of gathering, processing, and analysing temporal, spatial and individual data. It combines other information to support management decisions according to estimated variability for improved resource use efficiency, productivity, quality, profitability.

 

The CropY company is now plan to develop a big data project to meet the following requirements: help worldwide users better understanding the implications of the weather and making contingency plans; buying supplies, such as fertilizer and seeds; as well as maintaining and monitoring the quality of yield, whether livestock or crops; knowing the variety of cultivated plants, conditions of its growth and its needs of seeds; choosing the type of fertilizer and pesticides, understanding their employment conditions and their impact on the climate- soil-plant; recognizing daily water needs for each kind of plant; calculating the median and mean values of yield; studying the conditions of natural environment; estimating the financial revenue and manage the potential risks.

 

  • Task C.1 [mark 10]: The volume of big data is expected to be more than 500 Petabytes. The data will come from various sensors, satellites, drones, social media, market data, Online news feed etc. The Figure 1 below shows some example data of CropY Some IT technician plan to build a data warehouse to store data for further data analysis tasks but some others believe data lake is a better choice. Which choice do you prefer? Please justify your choice. (Word count: 300 words ±10%)

 

 

Figure 1. Example Data of CropY Company

 

 

  • Task C.2 [mark 10]: The data of CropY company includes a large collection of plants, corps, diseases, symptoms, pests, and relationships between them. The CropY company needs to build a data analytical store which can facilitate queries like: “find all diseases which are directly or indirectly caused by nitrogen

deficiency”. Please recommend a data store and justify your choice. (Word

count: 300 words ±10%)

 

  • Task C.3 [mark 15]: Some prediction and analytics services provided by the  CropY company require to response in a few seconds after the arrival of new data. Namely, they are real time or near real time prediction and analytics tasks. Some IT managers suggested a popular distributed processing framework — MapReduce to implement these tasks. Do you agree with that? Please justify your choice. (Word count: 300 words ±10%)

 

  • Task C.4 [mark 10]: CropY company decided to move most of applications and services to cloud. These applications and services need to be highly available, scalable, and accessible from worldwide. Note that some data such as price and customer data are confidential. Please design a cloud hosting strategy for this big data project and explain how your design will meet the security, scalability, high availability. (Word count: 300 words ±10%)

 

 

 

 

 

Grading Criteria

 

 

Grade 80-100% Exceptional

 

Clear evidence of research

Excellent quality and innovation with total control of all relevant material. Demonstrate outstanding insight and an ability to structure and synthesise material.

Demonstrates an excellent Understanding of the material and issues

Relevant use of referencing and examples. The reference is complete and precise. Expression/style/grammar outstanding.

 

 

Grade 70-79% Excellent

 

Clear evidence of research

Able to criticise and evaluate material.

Demonstrate good insight and an ability to structure and synthesise material Demonstrates a good

 

understanding of the material and issues Professional standard of report

The reference is nearly complete and precise.

 

 

Grade 60-69% Very Good

 

Evidence of adequate research

Meets the essential functional requirements

The design uses the appropriate frameworks but may have errors. Acceptable standard of report The references are basically satisfactory.

 

Grade 50-59% Good

 

A partial response to the question

Little sustained attempt to develop a coherent answer limited reading

The evidence may be misremembered, vague or insufficient to constitute a serious response Containing errors of fact or interpretation

The references are NOT enough.

 

Grade <50% Fail

 

Few requirements met Poor standard of report

Does not demonstrate self-direction or originality in problem solving or a critical self-evaluation of the project process

No (or wrong) References

NR326 Mental Health Nursing

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NR326 Mental Health Nursing

Purpose

The student will review, summarize, and critique a scholarly article related to a mental health topic.

Course outcomes: This assignment enables the student to meet the following course outcomes.

(CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO 4) NR326 Mental Health Nursing

(CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO 5)

(CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making. (PO 6)

(CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

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Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 100 points

Preparing the assignment                                                                                                                                 

  • Follow these guidelines when completing this Speak with your faculty member if you have questions.
    1. Select a scholarly nursing or research article, published within the last five years, related to mental health The content of the article must relate to evidence-based practice.
      • You may need to evaluate several articles to find one that is
    2. Ensure that no other member of your clinical group chooses the same article, then submit your choice for faculty
    3. The submitted assignment should be 2-3 pages in length, excluding the title and reference
  • Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).
    1. Introduction (10 points/10%)
      • Establishes purpose of the paper
      • Captures attention of the reader
    2. Article Summary (30 points/30%)
      • Statistics to support significance of the topic to mental health care
      • Key points of the article
      • Key evidence presented
      • Examples of how the evidence can be incorporated into your nursing practice
    3. Article Critique (30 points/30%)
      • Present strengths of the article
      • Present weaknesses of the article
      • Discuss if you would/would not recommend this article to a colleague
    4. Conclusion (15 points/15%)
      • Provides analysis or synthesis of information within the body of the text
      • Supported by ides presented in the body of the paper
      • Is clearly written
    5. Article Selection and Approval (5 points/5%)
      • Current (published in last 5 years)
      • Relevant to mental health care
      • Not used by another student within the clinical group
      • Submitted and approved as directed by instructor
    6. APA format and Writing Mechanics (10 points/10%)

 

 

  • Correct use of standard English grammar and sentence structure
  • No spelling or typographical errors
  • Document includes title and reference pages
  • Citations in the text and reference page

 

For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.

 

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

 

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

 

Assignment Section and Required Criteria

(Points possible/% of total points available)

 Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Introduction

(10 points/10%)

 10 points 8 points 0 points
Required criteria

1.    Establishes purpose of the paper

2.    Captures attention of the reader

 Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Article Summary

(30 points/30%)

 30 points 25 points 24 points 11 points 0 points
Required criteria

1.    Statistics to support significance of the topic to mental health care

2.    Key points of the article

3.    Key evidence presented

4.    Examples of how the evidence can be incorporated into your nursing practice

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Article Critique

(30 points/30%)

 30 points 25 points 11 points 0 points
Required criteria

1.    Present strengths of the article

2.    Present weaknesses of the article

3.    Discuss if you would/would not recommend this article to a colleague

 Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Conclusion

(15 points/15%)

 15 points 11 points 6 points 0 points
1.    Provides analysis or synthesis of information within the body of the text

2.    Supported by ides presented in the body of the paper

3.    Is clearly written

 Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Article Selection and Approval

(5 points/5%)

 5 points 4 points 3 points 2 points 0 points
1.       Current (published in last 5 years)

2.       Relevant to mental health care

 Includes 4 Includes 3 Includes 2 Includes 1 No requirements for

 

3.     Not used by another student within the clinical group

4.     Submitted and approved as directed by instructor

 requirements for section. requirements for section. requirements for section. requirement for section. this section presented.
APA Format and Writing Mechanics

(10 points/10%)

 10 points 8 points 7 points 4 points 0 points
1.    Correct use of standard English grammar and sentence structure

2.    No spelling or typographical errors

3.    Document includes title and reference pages

4.    Citations in the text and reference page

 Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section presented.
Total Points Possible = 100 points

 

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

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NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

(The comprehensive evaluation is typically the initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.) NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar

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CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication and referral reason. For example:

N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is currently prescribed sertraline which he finds ineffective. His PCP referred him for evaluation and treatment.

Or

P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her therapist for medication evaluation and treatment.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

Paint a picture of what is wrong with the patient. This section contains the symptoms that is bringing the patient into your office. The symptoms onset, duration, frequency, severity, and impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders.

Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonic Go Cha MP. 

General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

Caregivers are listed if applicable.

Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?

Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

Psychotherapy or Previous Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. Thirdly, you could document both.

Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

Family Psychiatric/Substance Use History: This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information. Be sure to include a reader’s key to your genogram or write up in narrative form.

Social History: This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology.  However, at a minimum, please include:

Where patient was born, who raised the patient

Number of brothers/sisters (what order is the patient within siblings)

Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

Educational Level

Hobbies:

Work History: currently working/profession, disabled, unemployed, retired?

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

Violence Hx: Concern or issues about safety (personal, home, community, sexual (current & historical)

 

 

Medical History: This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

 

 

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse:  oral, anal, vaginal, other, any sexual concerns

ROS: Cover all body systems that may help you include or rule out a differential diagnosis.  Please note: THIS IS DIFFERENT from a physical examination!

You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or polydipsia.

Physical exam (If applicable and if you have opportunity to perform—document if exam is completed by PCP): From head to toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head-to-toe format i.e., General: Head: EENT: etc.

Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

Assessment

Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions, etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

He is an 8-year-old African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good.

Differential Diagnoses: You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. Include pertinent positives and pertinent negatives for the specific patient case.

Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of the patient and why or why not. What did you learn from this case? What would you do differently?

Also include in your reflection a discussion related to legal/ethical considerations (demonstrating critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

References

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

 

 

NURS 419 Population-Focused Nursing – Spring 2022

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NURS 419 Population-Focused Nursing – Spring 2022

 

“Responding to Disease Across the Lifespan – A Chronic Disease Synthesis Paper” Assignment Guidelines

Point Value: 100 points

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Purpose and Relationship to Course Objectives

The purpose of this assignment is to comprehensively study a disease or health concern across its lifespan, using the interventions model we are studying in class. As we have frequently discussed over the last several weeks, healthcare focuses primarily on responding to acute care issues, with much less emphasis focused on the prevention of the disease/health concern. Additionally, fragmented care, inadequate care coordination and discharge planning, short hospital stays and length of time spent with one’s primary care provider (PCP) have resulted in poor management outcomes and unnecessary re-admissions. This is made worse by not effectively addressing the social determinants of health and the resultant disparities experienced by the poor and vulnerable in our society. NURS 419 Population-Focused Nursing – Spring 2022

 

Instructions & Guidelines:

  1. Choose a disease or healthcare concern. It does not have to be a priority noted in your CHNA. You are free to choose any topic. Clear the topic with this instructor. I highly recommend you choose a topic identified in HP 2020 as it will be easiest to identify the gold standard(s) of care for the topic you have chosen.
  2. Search and review all the available information regarding this disease/health concern.
  3. Prepare a paper summarizing the following topics listed below (#4)
  4. Content must include:
    1. Introduction and identification of the healthcare concern (Also, why you chose this topic.)
    2. Normal anatomy and physiology of the affected organ(s)
    3. Pathophysiology/etiology of the disease
    4. Incidence and prevalence rates (i.e. how many people have the disease)
    5. Mortality rates – include age-adjusted data if available (i.e. how many people are dying from the disease)
    6. Risk factors for the disease
    7. Gold standard(s) for managing this disease across its lifespan (LHIs, or other goals – ex: A1c <7); HP2020 (or other credible sources)
    8. Primary Interventions (Health Promotion/Disease Prevention)
  1. Health Promotion
  2. Disease prevention (as applicable)
  • Create a sample health education program – be specific – provide a content outline with goals, objectives and measurable outcomes (use template provided)
    1. Secondary Interventions (Early diagnosis and prompt treatment to limit disability of the disease)
  1. Risk Assessment & Screening (discuss known risk factors and who should be screened and when as a result), risk assessment, screening and invasive testing. Note: be specific…include values and implications – use evidenced based practice.
  2. Diagnosis (i.e. what criteria are used to diagnose this disease?)
  • Treatment – be specific – how is disease/concern treated? Include diagnostic testing, pharmacotherapeutics, labwork, management protocols, etc.
    1. Tertiary Interventions (Chronic disease management or “wrap-around care” program)
  1. Discharge planning, follow-up, subspecialty referrals, meds, labs…..
  2. Patient education – Detail specifically what the educational needs are…
    1. Conclusions – including what are the implications if we do not respond to this disease….both for the individual and the healthcare system
  2. I highly recommend that you make an appointment with the NIU Writing Center for assistance in preparing this paper. I expect the paper to be in APA format and should be between 20-30 pages in length. Reasonably sized tables and diagrams may be used – but must be cited. Appointments can be scheduled by contacting the Writing Center at https://niu.mywonline.com

 

Overall Evaluation Rubric:

Total possible:  100 points (See sample outline for additional breakdown)

Points may be subtracted for grammar, syntax, neatness, format and professionalism. All assignments must be typed and APA format. Any tables and graphs must be cited.

 

NURS 419 Chronic Disease Synthesis Paper

Sample Outline, Format, and Grading Rubric

 

Title

Identify the name of the disease you have chosen to study. Ex: Diabetes

 

Introduction (5 points)

Provide a brief introduction of your topic and include a discussion of why you chose it. You may use first person in this section.

 

Anatomy and Physiology of the Affected Organ(s)  (5)

Discuss the normal structure and function of the organ(s) related to the disease you have chosen. For example, discuss the normal structure and function of the pancreas. You can include reasonably-sized detail, diagrams, etc.

 

Pathophysiology / Etiology of the Disease  (5)

Discuss what “malfunctions” during the normal function of the organ (pathophysiology). Then discuss what happens as a result of the organ malfunction and explain how this causes the disease (etiology).

 

Incidence and Prevalence of the Disease  (5)

Discuss overall how many cases of the disease are there in the US today (Prevalence). Also discuss how many new cases are occurring annually (Incidence). Based on the I&P, reflect on the magnitude/severity of the problem and its economic burden on society and the health of our nation.

 

Mortality Rates (5)

This section is somewhat similar to the above section, but I want you to reflect on how many people are dying/will die of this disease annually. Include a discussion – if appropriate – related to the comorbidities of this disease. (For example, people don’t usually die of diabetes – they may die of heart disease that has occurred as a result of being a poorly controlled diabetic. Provide any age-adjusted death rate data if available.

 

Risk Factors  (5)

Identify and discuss the risk factors for this disease. Who is at risk? What are the risk factors? Which risk factors are modifiable vs. non-modifiable? How does one change or modify the “modifiable” risk factors?

 

Gold Standard(s) of Care for the Disease  (5)

Discuss the standard of care for each facet of the disease. For example, in diabetes, visit the HP2020 website and research under the “Objectives” tab. You will find 16+ gold standards of care. In addition, for each gold standard, HP2020 includes baseline data r/t where we are with managing the standard today (baseline) and where we would like to see clinical improvement within the next 10 years (Target). If you have selected a topic not included in HP2020 and need assistance, please feel free to contact me. Remember, there are gold standards for prevention, treatment and follow-up of any given disease.

 

Gold Standards for Primary Intervention

Include standards of care for health promotion and disease prevention of your chosen topic. Include baseline data and targets as discussed above. Note: you will identify the standards in this section, but discuss them in detail under the Primary Intervention Section below.

 

Gold Standards for Secondary Intervention

Include standards of care for risk assessment/screening, diagnosis, treatment and pharmacologic management of your chosen topic. Include baseline data and targets as discussed above. Note: you will identify the standards in this section, but discuss them in detail under the Secondary Intervention Section below.

 

 

 

 

 

 

Gold Standards for Tertiary Intervention

Include standards of care for chronic disease management of your chosen topic. Include baseline data and targets as discussed above. Note: you will identify the standards in this section, but discuss them in detail under the Tertiary Intervention Section below.

 

Primary Intervention

 

Health Promotion (5)

Provide a discussion related to the topics that would need to be considered when educating a client on how to stay healthy, avoid developing risk factors, how to recognize when to seek care. Don’t forget to educate clients regarding the normal function of the affected organ and what happens when it malfunctions.

 

Disease Prevention (5)

Discuss strategies for the prevention of this disease. Identify what factors can be changed or modified to present individuals from developing the disease.

 

Sample Health Education Program (10)

Create a 1-hour education session using the format from CTE #7. Include any risk factors, health promotion, disease prevention activities, treatment and/or long term management topics that are pertinent. Present the outline below:

    

Program Title: (2)

Keep it simple and short.

 

Brief Description of the Program:  (2)

No more than 1-2 sentences.

 

Goal: (2)

No more than 1-2 sentences.

 

Objectives: (2)

Develop 3-4 objectives. Don’t forget to include the “how” and “what” information in each

objective. Hint: refer to the lecture on primary intervention if you are unsure.

 

Measurable Outcomes:  (2)

Develop 1 measurable outcome for each of the above objectives.

 

Discuss the Role of the Nurse in the Provision of Primary Intervention (5)

Discuss the role of the nurse as provider, designer/manager/coordinator of care in the primary preventive care of individuals, families and communities. Address any legal, ethical or professional issues that the nurse might encounter when rendering preventive care.

 

Secondary Intervention

 

Risk Assessment & Screening (5)

Discuss how are individuals screened for the disease – including those with and without risk factors. Provide an example of a paper or electronic screening/survey. Discuss its reliability and what is typically done with the results/findings. Then discuss any invasive screening/testing that is done. What are the lab values that indicate positive findings? Be sure your examples are evidence-based.

 

Diagnosis (5)

Discuss in detail what criteria are used to confirm diagnosis of the disease? Lab values – include both normal and abnormal values? Testing? Findings on physical examination…

 

 

 

Treatment (5)

Discuss at length treatment/management of the disease. What criteria are used to indicate that the disease has been stabilized?  Discuss and describe in detail diagnostic testing/or labs are monitored as evidence of stabilization – include normal/abnormal values. What other treatment modalities are incorporated – nutrition, physical therapy, social services.

 

Pharmacologic Management (5)

Discuss pharmacotherapeutic management. Identify at least 3 medications used to treat the disease. Identify name; discuss typical dosage, frequency, expected action, potential side effects (mild and severe) and how to manage severe side effects. Identify any known contraindications to the medication.

 

Discuss the Role of the Nurse in the Provision of Secondary Intervention (5)

Discuss the role of the nurse as provider, designer/manager/coordinator of care in the secondary preventive care of individuals, families and communities. Address any legal, ethical or professional issues that the nurse might encounter when rendering secondary care.

 

 Tertiary Intervention

 

Long Term Chronic Disease Management (5)

Discuss discharge planning and long term management/care of the patient with this disease. What types of referrals, follow-ups are needed. Discuss education that needs to be completed/reinforced to support the client’s ability to function independently or with assistance. Identify routine labwork that will need to be done. Discuss typical medications at discharge – what needs to be taught to the client regarding the self-administration of these meds?

 

 

The Role of the Nurse in Chronic Disease Management (5)

Discuss the roles of the nurse – as they relate to tertiary intervention – in supporting treatment/management of the disease in the outpatient and home setting. How does the nurse support/facilitate a return to an optimum state of wellness? Discuss any necessary home care, referrals, follow-up or changes that need to be made in the client’s living arrangement to ensure safety. Note: you do not need to include a patient education – content outline.

 

Be sure to discuss the role of the nurse as provider, designer/manager/coordinator of care in the tertiary care of individuals, families and communities. Address any legal, ethical or professional issues that the nurse might encounter when rendering tertiary care.

 

Conclusion (5)

Discuss what you learned from preparing this paper. As a health care system – what things are we doing well to manage this disease? As a health care system – what things are we not doing well and how does it negatively impact the care and well-being of clients with this disease. Are we cost-effectively managing this disease? What are the opportunities for improvement? What will be the consequences if we do not capture the opportunities for improvement? You may use first person in this section.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Revised 8/24/2021

Geriatric Nursing

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Geriatric Nursing

Geriatric nurses tend to be educated to enable them treat plus understand the most complex mental and physical health needs of the older individuals. They attempt to assist their patients safeguard their health as well as cope with the changes within their physical and mental capabilities, so that the older individuals may remain independent as well as active for the longest time possible. The gerontological nursing is considered to be the nursing specialty that  pertains to the older adults. These nurses operate alongside collaboration with the older individuals, the communities plus their families with the intention of supporting a healthy aging, quality of life in addition to maximum functioning (Yiqun, 2021).

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The geriatric nurses are supposed to enjoy working with the individuals who are older. They should be patient, listen with a lot of attentiveness as well as the balance the necessities of the patients with a times demands that are conflicting from the members of the family. Geriatric Nursing

The targeted audience

With geriatrics, its all about care for the older people, this happens to be an age group that quote difficult to precisely define. The term older tends to be more preferable as compared to elderly though they are somehow equal. Sixty five years and above is the mostly used age, however, most individuals are not in need of geriatrics professionalism within their care till they are around 70 – 80 years of age.  The target audience is actually the senior citizen segment which comprises of approximately 75 million individuals. They basically posses huge amounts of an income that is disposable, and are in search of guidance to assist them live longer and healthier lives. This targeted audience is classified into four. The pre-retirees who are in between 50-65 years. There is also the grandparents in addition to relatives who are in the age bracket of 50 years and above. The third category is the one that is made up of the late retirees who happen to be between the age bracket of 65 years to 75 years. It mainly constitutes of individuals above the standard age of retirement. The last category of the targeted audience is the active retirees. This is a group that is made up is seniors who are not having any active income (Van Seben, et.al, 2019).

With this particular group, when teaching the on the health promotion, it is evident that prevention of diseases as well as early detection happens to be the most appropriate strategy for a successful management of a chronic disease. The elderly need to know that identifying plus early intercurrent illness treatment is extremely crucial within the seniors who are quite frail. The elderly are supposed to get educated on the importance of exercises daily, healthy eating, alongside leaving a life that is stress free. The adults under medication are supposed to take as per the prescriptions and faithfully in order to have their health promoted.

 

Teaching theory

It is appropriate to utilize teaching techniques during the providence of health teachings for the older individuals. There are several elders with increasing challenges in understanding the complex sentences, have less proficiency as compared to the younger individuals when it comes to drawing of inferences, alongside having challenges with the motor tasks. The information should be prevented through a slower pace contrary to the younger patients.  The best theory is the behavioral theory. Due to their character traits, it is advisable to speak using low voice tones as well as enable adequate time for the patients to integrate and also assimilate the conceptual material, in addition to putting emphasis on concrete instead of abstract material (Ahmed, et.al, 2020).

It becomes paramount to minimize the environmental distractions which is essential in compensating for any hearing loss that is age-related as well as aid the patient with concentration plus attention. Carrying out group teaching might assist the elderly patients to enhance their health-related problem solving capabilities. During the suggestion of lifestyle changes, it is important to take into account that most of the elderly individuals extremely cautious and might fail to accept the changes with ease. In the behavioral teaching, in order to achieve effectiveness in the teaching, the program is supposed to be individualized so that it suits the lifestyle as well as the necessities of the older patients, as well as ensure that the goals are mutually acceptable. Patients are supposed to actively participate in the goal setting. When it comes to planning the patient teaching for these elderly individuals, the goals should be individualized as per the requirements of the patients in addition to what they are supposed to do for themselves (Teófilo, et.al, 2019).

 

Importance of this teaching theory

The main essence of using the behavioral theory is mainly because, with the advancing age, the memory of an individual tends to be much better as compared to the information that has been seen. As a result, an older patient has high probabilities of remembering information that they get to hear contrary to the information that they have read from somewhere. In order to enhance learning for any patient who has memory loss, it is important to have the message repeated frequently during the teaching, as well as have the patient questioned frequently in order to determine the retention level. The theory helps one to pay specific attention to the language that is used in teaching (Ahmed, et.al, 2020).

It enables one to choose simple, elaborated terminology then have talks that are on the level of the patient. There are several elderly individuals who tend to be highly educated, hence have a preference that during the training one uses as well as gives explanations using the medical terminology, there are others who prefer keeping interactions to be short and precise.

Diversity effects

Being a teaching, one gets to play the role of a facilitator then encourage conversation plus healthy debate in between the opinions that are diverse. The group assignments are perceived to be a great means of exposing students to perspectives that are diverse, enabling them to function as one in exploring plus solving challenges. Among the diversity issues affecting the teaching happens to be socioeconomic status which greatly affects the psychological health of an aging patient. Poverty is said to be a risk factor for the declines within the mental health amidst the older individuals. The elderly who are socioeconomic status levels that are lower are in most occasions most probably to be diagnosed with having a psychological disorder.

There is also the issue of gender in that, the women who are older and suffering from dementia were said to be having higher risks of suffering from physical abuse plus neglect by the family caregivers. In the training, it is important to note out the contributing factors to the elder abuse within individuals who have dementia, these comprise of; poverty, low education levels of the caregiver plus the victim, abuse of alcohol and social isolation among others (Hsieh and Chen, 2018).

Minimizing health disparities plus attaining of equitable health care continues to be an essential goal for the healthcare system within the United States. Cultural competence is essential in addressing the diversity during the education program. It acts as a foundational pillar when it comes to minimizing disparities via culturally sensitive plus quality care that is unbiased. The care that is culturally competent is one that greatly respects diversity within the patient population plus cultural factors capable of affecting health plus healthcare, like communication styles, behaviors, language, attitudes in addition to beliefs.

It is quite evident that racism is a factor that leads to creation of systemic stressors resulting into health outcomes that are poor as well as accelerates aging. This causes biological weathering and is capable of demonstrating the telomeres shortening. This happens to be evidence of aging that is early within individuals who have been exposed to the side cumulative stress. The same way gerontologists become aware of the fact that age is quite a limited plus crude variable that is actually explanatory, it is the same situation with ethnicity and race (Wollesen, et.al, 2019).

Solving conflicts

During the training, there are several ways in which the conflicts that arise in between the older patients might be solved. These include:

Compromising – which involves making efforts to have the conflict resolved through identifying a solution that happens to be partially satisfactory to the two parties, and should never be entirely satisfactory to any of the parties. There is collaborating – involves being in cooperation with different participants to understand their own concerns as well as express personal concerns in an attempt to identify a mutually plus entirely satisfactory solution. These is a very beneficial strategy in addressing interpersonal conflict situations because it ends up promoting creative problem solving in addition to being a means of fostering rapport plus mutual respect. Therefore, despite there being lots of ways to address conflicts, collaboration is effective as it does not force, compromise, avoid or even accommodate (Dai, et.al, 2021).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Ahmed, R. R., Streimikiene, D., Abrhám, J., Streimikis, J., & Vveinhardt, J. (2020). Social and behavioral theories and physician’s prescription behavior. Sustainability, 12(8), 3379. https://www.mdpi.com/696944

Dai, F., Liu, Y., Ju, M., & Yang, Y. (2021). Nursing students’ willingness to work in geriatric care: An integrative review. Nursing Open, 8(5), 2061-2077.  https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.726

Hsieh, P. L., & Chen, C. M. (2018). Nursing competence in geriatric/long term care curriculum development for baccalaureate nursing programs: a systematic review. Journal of Professional Nursing, 34(5), 400-411. https://www.sciencedirect.com/science/article/pii/S875572231830067X

Teófilo, T. J. S., Veras, R. F. S., Silva, V. A., Cunha, N. M., Oliveira, J. D. S., & Vasconcelos, S. C. (2019). Empathy in the nurse–patient relationship in geriatric care: An integrative review. Nursing ethics, 26(6), 1585-1600.  https://journals.sagepub.com/doi/abs/10.1177/0969733018787228

Van Seben, R., Reichardt, L. A., Aarden, J. J., van der Schaaf, M., van der Esch, M., Engelbert, R. H., … & Wold, J. (2019). The course of geriatric syndromes in acutely hospitalized older adults: The Hospital-ADL Study. Journal of the American Medical Directors Association, 20(2), 152-158. https://www.sciencedirect.com/science/article/pii/S1525861018304456

Wollesen, B., Hagemann, D., Pabst, K., Schlüter, R., Bischoff, L. L., Otto, A. K., … & Fenger, A. (2019). Identifying individual stressors in geriatric nursing staff—A cross-sectional study. International journal of environmental research and public health, 16(19), 3587.  https://www.mdpi.com/541058

Yiqun, L. I. U. (2021). Discussion on the Application of Innovative Entrepreneurship Education Concept in the Course of Geriatric Nursing. The Theory and Practice of Innovation and Enntrepreneurship, 4(8), 62. http://www.cxcybjb.com/EN/abstract/abstract2501.shtml

 

 

 

 

Capitalism Essay

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Capitalism Essay

What is Capitalism???

 

 

Picture by Tess Martin

 

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  1. What is capitalism?

 

  1. Free Market?

 

  1. There have been various types of free markets throughout history, so a free market for the exchange of goods is not historically unique to capitalism. Capitalism Essay

 

  1. But markets have always been considered a means to social ends, whereas with capitalism we see instead an inversion in which society itself has now become a means to producing for market ends.

 

  • What is unique then about capitalism that enabled it to remake society into a means exclusively for market exchange?

 

  1. Private ownership of the social means of production for private profit as opposed to the social ownership of the social means of production for the common good.

 

  1. Private ownership of the social means of production is then the key, and it means society’s common productive means are now owned by private corporations for the sake of their own private profit: this ownership differs from:

 

  1. State “socialism”: State ownership of the means of production – more often this is better referred to as State Monopoly Capitalism rather than socialism proper (which often had more to do with collective democratic ownership rather than centralized state ownership).

 

  1. Worker socialism: closer to socialism proper, socialized/democratized ownership of the means of production by the producers themselves, whether through worker’s councils or some type of cooperative. (USSR tried to operate this way before quickly devolving into State Monopoly Capitalism under Stalin, same thing with China and Mao)

 

  1. Historical Background: How did society’s means of production become privatized by private commercial corporations and reoriented toward the end of private profit? (or in Aristotle’s language: how did the means and ends of production, which were oriented toward satisfying real human needs and social goods, become inverted into the private pursuit of money making as now the end?)

 

  1. For most of human history production was a social project for the sake of the community of producers themselves rather than generating merely exchangeable commodities for the private profit of a few individuals.

 

  1. More importantly the social means for producing society were socially owned in some form, since a wealth of tools, technologies, infrastructure, and resources are always collective products made possible only by many hands and minds working together across generations.

 

  1. In ancient times large empires did not own all the social means of production. There were of course state-owned lands, wealthy landowners and palaces as well as slavery, but the dominant mode of production for producing subsistence for most of society were still rural village communities (often more than 80% of the population) oriented around social use values rather than mere market exchange.

 

  • The rise of Mercantile Capitalism: During the Medieval age in Europe some of the land was owned by various manor lords (feudal landlords) while serfs rented/owned a portion of that land and used their own tools to produce goods both for the landlord and for themselves. Also, various peasant communities still existed outside the manors too.

 

  1. Villages were constructed around a “commons” or “greens” as public lands shared by all—often Church and monastery lands contributed to these commons as well.

 

 

  1. Through advances in productive technologies as well as the ability of workers to better politically organize against feudal lords, workers gained a certain amount of independence.

 

  1. This led to the breakdown of feudalism and the short-lived development of worker-owned guilds and cooperatives prior to the rise of capitalism (13th to 16th century).

 

  1. Certain craftsmen became middlemen buying and selling goods from other craftsmen for the market and long-distance trade.

 

  1. Through exploiting their monopolistic controls on buying cheap and selling high, and therein accumulating money for which there was a growing commercialized demand in terms of loans, these middlemen rose from the upper strata of the laboring classes to that of a new class of wealthy merchants, investors and bankers—the bourgeoisie or middle class of high finance: hence, the banking dynasties like the Fuggers.

 

  1. Accumulating capital first took place in exploiting the making of money for its own sake. This was called “usury” which was the exploitative charging of interest on loans.

 

  1. A certain drive begins to develop that no longer aims to produce quality goods according to the purposes of meeting real needs for community building, but to privately maximize monetary profit through exploiting demand, driving down the costs of resources and labor as low as possible in order to increase private gain through market exchange.

 

  1. In turn, profit was used to buy up or capture more capital (productive means) from social ownership.

 

  1. But these early private endeavors were not just the result of cunningly industrious individuals. Instead they relied heavily on a militarized state to colonize foreign lands.

 

  1. Colonization exploded at the beginning of capitalism because it was needed to open up new routes for cheaper resources, labor, and capital, and for controlling foreign mines in order to acquire a monopoly on precious metals to back the rise of monetary accumulation.

 

  1. But colonization is only possible through the use of military power backing certain state-sanctioned enterprises

 

  1. This concentration of wealth also allowed for the private acquisition of more lands at home, also with the help of the state military—the Reformation was not simply about church doctrines, but more so it was about the state commandeering of the “commons” as well as taking lands previously owned by the Catholic church and its monasteries for the market interests of privatization, i.e. “enclosing the commons”, which evicted many workers who were now landless with nothing to sell but their own labor for a wage.

 

  1. As most of the common public lands in Europe were privatized (enclosed, fenced in, etc) this led to a cycle of more expeditions for the continued colonization of new lands and resources.

 

  1. Increasing colonization requires not only a heavy military but also a larger workforce

 

  1. And since private profit is generated by running down the cost of resources, land, capital, and most importantly, labor, the colonization process also led to the largest commercialized slave trade in recorded history—the Transatlantic slave trade (12 to 15 million Africans were exported between 16th–19th century)

 

  1. As private ownership of money, land, and the means of production in the form of slave labor accumulated, the growing pool of landless wage laborers began to lose any negotiating leverage.

 

  1. The price of wage labor was driven down even more so with the institutionalization of the Transatlantic slave trade, which provided early capitalists with a fixed source of cheap labor to help rapidly accumulate capital.

 

  1. The actual history of mercantile capitalism as that initial stage of capital accumulation is therefore fraught with violence and far more complicated than the myths told by economists about some innocent individual merchants who just happened to be more industrious compared to the rest of the supposedly lazy workers.

 

  1. Industrial capitalism:

 

  1. As private capital gained more power through privatizing more lands and resources for large scale industry the state role diminished only somewhat in the form of nationalized economies. But there was still a race to colonize new lands for cheaper resources and labor, and to monopolize markets which continued to rely on state involvement

 

  1. colonization continued well into the 20th century and was driven by a ceaseless desire to accumulate capital—WWII was largely driven by Germany’s attempt to play catch-up in the Western game of colonization

 

  1. Financial capitalism:

 

  1. As a direct result of industrialization which allowed for a mass of enormous corporations to grow, there was a greater drive to expand operations which meant the need for more investors, more financing, more backers to share the risk taking—this also meant more of an intimate interrelation of corporations with banking, stock markets, and shareholders.

 

  1. State welfare capitalism:

 

  1. But this high-risk financialization of expansion also led to a boom and bust cycle from which the Great Depression came.

 

  1. This led to another iteration of capitalism with more government oversight in terms of supplementing the busts, doing the work that businesses should have been doing by taking care of the social welfare of the workforce – social security, workers comp, unemployment insurance, health care, legislation establishing and empowering trade unions, etc. (basically supplementing labor’s wage with a social wage)

 

  1. This “state” phase is really a misnomer, since history shows that capitalism is an inherently unstable system that cannot exist on its own without government intervention and state superintending in some form and at some level, as we already saw since its inception at its mercantilist phase (pace libertarian claims about a self-regulating “free” market that needs no government involvement—there has never been a capitalist “free” market without state involvement).

 

  • Globalized capitalism (aka: Neoliberalism):

 

  1. The rise of multinational corporations also still relies on certain world powers to regulate and police the expansion of the global market. (e.g., think of how much capital benefits from its freedom of movement compared to workers being bound by national borders).

 

  1. But in our present neoliberal moment we have shifted from having a market to becoming more fully a market-ruled society, with private capital not simply relying on state help but more directly controlling the very existence of the state. Hence since the 1970s there has a been a vast shift toward greater forms of:

 

  1. Privatization of not only the economy, but also of social and health services, public services, and even political goods (hence, the current battle to take back healthcare and childcare as a public service).

 

  1. Deregulation of the economy insofar as it serves the interests of private corporations. (e.g. deregulated the commercial use of natural resources; deregulated labor organizing, disempowering unions; deregulated the financial industry leading to bigger banks and more predatory lending).

 

  1. Consumerism and the debt economy: citizens come to view themselves as mainly consumers who are empowered through credit which means the increase in debt.

 

 

  1. What are the key Features of Capitalism?

 

  1. Companies: the privatization of the social means of production turns into its own type of society—a new social entity—but in an abstract way divorced from the actual producers and the public good.

 

  1. As Shaw notes, more than “church or state”, within capitalism it is now the company that has possibly become the most important organization in the world. (the new oligarchies?)

 

  1. Profit Motive: This is the driving force and end goal for economic activity, the very reason of existence for companies as privatizing the social means of production: from C-M-C to M-C-M’

 

  1. Shaw quotes Heilbroner: “the profit motive, as we understand it, is a very recent phenomenon. It was foreign to the lower and middle classes of Egyptian, Greek, Roman, and medieval cultures, only scattered throughout the Renaissance times, and largely absent in most Eastern civilizations.”

 

  1. Throughout much of history, the selfish pursuit of private monetary gain was either looked down upon as dishonorable or merely tolerated. But now it has become a celebrated goal for life. (precisely the opposite of what Aristotle said is natural to being human)

 

  • What does it say about us that we tend to think everyone, for all times and places, has always been driven by a profit motive? (is this to naively and falsely project from our own contingent experience within our Western capitalist societies?)

 

  1. Competition: the supposed salve to monopolies forming and that which supposedly regulates the profit motive from getting out of control.

 

  1. Competition tends not to be an answer to monopolies so much as a continual reshuffling of them

 

  1. Is it a coincidence that British political economists in the 19th century were celebrating this idea of competition as a kind of natural selection in the marketplace while Darwin and other biologists began describing in nature a violent process of competitive struggle for existence through the survival of the fittest?

 

  1. Didn’t Aristotle and Kant say, in their own different ways, that what makes us human is precisely our ability to transcend an animalistic fight for the survival of the fittest by living in solidarity together around higher ideals beyond violent competition?

 

  1. Private Property: It is important to note that the right to private property is not simply about an individual’s personal possessions, which other societies prior to capitalism had, and since socialist societies can have personal possessions too.

 

  1. Private property here means the private ownership of the social means of production and distribution – the right to take up land as exclusively one’s own to use for private profit.

 

  1. The heart of capitalism is about using money to make more money by investing in private accumulation of the productive means and other related assets.

 

  1. What are some classical moral justifications?

 

  1. As Shaw states: “rarely are we presented with fundamental criticisms of, or possible alternatives to, our socioeconomic order. It is not surprising, then, that most of us blithely assume, without ever bothering to question, that our capitalist economic system is a morally justifiable one.” This is obviously a major question that we need to ask!

 

  1. The two dominant responses:

 

  1. The right to private property:

 

  1. John Locke was one of the original founders of this idea, which he used to justify the private colonial appropriation of Native American “wastelands” as he called them. But he relied on a naïve sense of individual labor:

 

  1. Basically, he claimed that if you’re the first one to sink your shovel into something, it is yours (which of course colonizers neglected to consider the fact that indigenous people had worked this land well before their own shovels entered it).

 

  1. But this fails to account for the inherently social nature of labor—it assumes that prior to social formations we lived as private asocial individuals who labored alone only for private gain (e.g. the hypothetical idea of the “state of nature” in Hobbes and Locke):

 

  1. But can one clear a field alone, build a home or a society alone, or make a complex machine alone, let alone do anything of minimal skill without some form of socialization? Not only is labor social, but it relies on past forms of social labor that have made one’s own labor possible in the first place (nurturing upbringing and education etc).

 

  1. Also, it assumes that nature is just a dead mechanism there to be privately possessed rather than a living dynamism to be creatively shared.

 

  1. Moreover, as Shaw rightly notes, capitalism as the making of money off money through legalized usury as interest, takes leave of Locke’s paradigm since gaining interest on money is now an acquisition of profit and a certain kind of property that one did not directly produce through their own labors.

 

  1. The invisible hand: this has been the more influential attempt throughout the history of capitalism: It is essentially a justification for promoting the selfishness of the profit motive. As the early British political economist, Bernard Mandeville said—the market somehow is responsible for turning private vices into public benefits.

 

  1. But how does the market magically/miraculously turn unintended consequences from private self-interest into public benefits for all?

 

  1. Supposedly through the laws of supply and demand and competition.

 

  1. But as we already discussed above, the history of capitalism has shown that the market is unstable and anarchic, leading to ruin, rather than miracles, without government force. Thus, the hands organizing the market are hardly invisible or law-like.

 

 

  1. What are some fundamental criticisms of capitalism?

 

  1. It is an inherently unstable economic system that continually generates widespread inequality and poverty the more wealth it produces, since it generates abundance by simultaneously running down the cost of, and thus depleting, labor and land.

 

  1. It is not government intervention that causes these things as if the market would self-correct if we took an absolute laissez faire approach.

 

  1. The history of capitalism has shown that government intervention is needed to keep the market from collapsing under its own internal crises—hence the history of military and police intervention, expanding colonization to supplement markets, debt bondage, and continual bailouts to failing corporations (not to mention all the needed extra public services and welfare to care for a society in a way that the market cannot).

 

  1. Moreover, the current trend toward government deregulation and increasing privatization has now led to the widest inequality gaps within recent history, with more private wealth consolidated into the hands of a smaller few over against the rest (hence the rhetoric around the 1% and the 99%)

 

  1. The “all boats are rising” argument tends to set up a diversionary straw man by pointing to some past or alternative society in order to show how better off we are despite the inequality.

 

  1. But this fails to see the real problem, which is the fact that the more wealth is produced the more inequality is generated, which should be the opposite trend in a system that is able to create so much social surplus.

 

  1. g., recent tax cuts for corporations by the Trump administration were justified by a “trickle down” argument claiming they would allow companies to create more jobs and invest in their employees; yet records show that companies used the tax cuts to buy back more of their own stocks in order to boost stockholder value.

 

  1. It has a lowly view of human nature that is also uncritically accepted as unchangeable (which always helps those who want to say this is the best we can do).

 

  1. It denies that humans are inherently social, cooperative, creative and rationally purposeful, driven by higher ends beyond mere commerce for private profit.

 

  1. Capitalism not just assumes, but habituates, promotes, fosters, ensures, and demands that we see ourselves as inherently selfish individuals. It has no patience for higher ideals about what it means to be human since this would mean challenging its sovereign rule of the profit motive.

 

  1. It is no coincidence that early defenders of capitalism who justified its hidden hand as the only way to regulate the chaos of unchangeably selfish individuals were also people who accepted a religious doctrine of the inherent sinfulness of humans as selfish animals who cannot change their own nature but must instead rely on the hidden hand of a god for salvation (market providence).

 

  1. This is why the notion that Shaw mentions of “market fundamentalism” is apt here: many thinkers have noted the religious quality of capitalism and its defenders since they rely on a blind acceptance that humans are fated to be selfish and cannot do anything about it except faithfully participate in the dictates of a god-like market (resign yourself to the matrix).

 

  1. But its assumption that human nature cannot change itself denies the socially evolving history of humanity in which, through many ups and downs, humans have creatively transformed their nature to a degree beyond mere survival and violent competition.

 

  1. It assumes that we only find well-being through ever greater access to material consumption—we are primarily consumers. But then this leads to people working more, in order to gain more purchasing power in order to consume more, rather than working less in order to have more leisure time in pursuing higher ideals and relationships rather than consumption.

 

  1. Social psychologists have found that populations of industrialized nations who have more money and consume more are often unhappier than those in other “less developed” societies.

 

  1. Its privatizing drive and profit motive tends toward oligarchical consolidations of power both economically and socio-politically. Moreover, competition isn’t the salve to this problem but often fosters the divisive drive even more so.

 

  1. Speaking of competition—the evidence is still not very clear as to whether competition is the great driver of innovation. How creative can we be if we’re competing within a cutthroat survival-of-the-fittest.

 

  1. Market competition might not be the engine of innovation that capitalists often claim it is: most of the great innovations throughout history have come from either non-market sources (artistic, religious, scientific/educational, or political communities) or from productive communities cooperating together, or from institutions sheltered from market competition:

 

  1. Producing for exchange value in order to make money often does not encourage taking the necessary long-term risks to be innovative since the aim is not to socially benefit humankind or solve its major plights, but rather the short term aim of making money through proven commercial means according to whatever the market demands.

 

  1. Hence, a recent business magazine asked “is pursuing a cure for cancer really a viable business pursuit?”

 

  1. Think more recently about major innovations that led to various advances in medical technologies, cures, vaccines, telecommunications, computers, the internet, etc.

 

  1. The possibilities for these innovations were driven not by the profit motive and market cost/benefit analysis, but by being fostered and developed within non-market institutions such as government labs, hospitals, military institutions, NASA, non-profit organizations, universities and research institutions, etc. – they required long hours of cooperative work pursuing real social needs.

 

  1. Its privatized mode of production for commodity exchange inherently exploits and alienates the laborer.

 

  1. All of the above could be boiled down to this problem:

 

  1. If the production process by which a society is able to subsist, and progress, is itself inherently social, then privatizing this social process so that its surplus is now privately consumed by the owners, is inherently backwards, using our social capacities, not as ends in themselves, but as means for benefitting a few.

 

  1. This is a deeper criticism than merely pointing out that there is poverty, or there are income inequalities, or that ideologically there is a quasi-religious notion of a depraved humanity dependent on a magical invisible hand:

 

  1. rather it gets to the heart of how and why the very structures of the capitalist production process, which produces for exchange value rather than use value, necessarily generates these material inequalities and false self-perceptions in the first place.

 

 

 

 

 

 

Academic and Professional Success Plan Template

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Academic and Professional Success Plan Template

 

This document is to be used for NURS 6002 Transition to Graduate Study for Nursing to complete Assessments 1-4. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success. Academic and Professional Success Plan Template

For specific instructions see the weekly assessment details in the course or ask your instructor for further guidance.

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Week 1 | Part 1: Developing an Academic and Professional Network

 

I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.

 

Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.

 

 

NETWORK MEMBER 1

 

Name: Tina Bernstein

 

 

Title: Enrollment Specialist at Walden

 

 

Organization: Walden University

 

 

Academic or Professional: Academic

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

I have Selected Ms. Tina at Walden University is because she has helped me successfully get into this MSN program. She has showed me the goals and visions of this program and school and all the tools that I will need for this program. I am very grateful for Tina because she has been with me every step of the way. Academic and Professional Success Plan Template

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

I have selected Ms. Candida because she will advise me throughout the rest of my journey of a Nurse practitioner. She will continue to help me with my goals of this program, and she will guide me in the right direction when I feel overwhelmed or need someone to talk to. She has the same end goal as me and that’s to be the best NP I can possibly be. I choose people who want me to be the best version of myself.

 

Notes:

 

 

 

NETWORK MEMBER 3

 

Name: Colleen Harding

 

 

Title: RN

 

 

Organization: Beaumont Hospital

 

 

Academic or Professional:  Professional

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

Colleen was my preceptor through my last semesters of nursing school. She has guided me in ways no one else was able to do thought out my 16 months in nursing school. She let me discover myself and what goals I wanted to achieve while I was a student. She has showed me the correct techniques and procedures on how to fully take care of patients. She gave me the confidence to walk into a patient’s room and be able to communicate without doubting myself. She will continue to cheer me on through my MSN program and guide me when its needed.

 

Notes:

 

 

NETWORK MEMBER 4

 

Name:

 

 

Title: Pharmacist

 

 

Organization: Pharmacy

 

 

Academic or Professional: Professional

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

I choose Mr. Paul because I worked for him for years. He has supported me and trained me on how important patient safety is. He taught me how to be a safe nurse when handling medication administration. I took his advice throughout all my nursing career and when I was in clinical setting. His advice stuck in my head while I was dispensing medications to each patient in the hospital. He will continue to be there and support me when it is needed and will always help and explain when I have questions on medications. He is a great asset to my team and my network. I know he will strive to always get me to my goals and for that I will always be appreciative for him.

 

Notes:

 

 

 

 

 

Week 2 | Part 2: Strategies to Promote Academic Integrity and Professional Ethics

 

I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

 

Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).

 

 

Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

 

In the space below write a 2- 3-paragraph analysis that includes the following:

 

  • Explanation for the relationship between academic integrity and writing
  • Explanation for the relationship between professional practices and scholarly ethics
  • Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.
  • Use Grammarly and SafeAssign to improve the product.
  • Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity

 

 

 

 

PART 2: Strategies for Maintaining Integrity of Work

 

Expand on your thoughts from Part 1 by:

 

  • Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

 

 

Week 3 | Part 3: Research Analysis

 

I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article.  The results of these efforts are shared below.

 

Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.

 

 

 

 

 

 

Step 1: Research Analysis

Complete the table below

Topic of Interest: Telemedicine
Research Article: Include full citation in APA format, as well as link or search details (such as DOI)  

Ramaswamy, A., Yu, M., Drangsholt, S., Ng, E., Culligan, P. J., Schlegel, P. N., & Hu, J. C. (2020). Patient satisfaction with telemedicine during the COVID-19 pandemic: Retrospective cohort study. Journal of Medical Internet Research, 22(9), e20786. https://www.jmir.org/2020/9/e20786/

 
Professional Practice Use:

One or more professional practice uses of the theories/concepts presented in the article

  

1)     Remote follow-up visits: The use of telemedicine for patient follow-up visits can ease the burden on both patients and healthcare practitioners while enhancing the compliance with the treatment intervention.

2)     Chronic disease care: Telemedicine is a convenient and cost-effective means of ensuring patients with chronic illnesses can manage their conditions effectively.
Research Analysis Matrix

Add more rows if necessary

 Strengths of the Research Limitations of the Research Relevancy to Topic of Interest Notes
The research is current and focuses on a technology that is gaining prominence in the healthcare industry.

 

 ___ Having current research is vital in understanding how telemedicine is perceived by both patients and healthcare practitioners in order to inform best practices in the future. N/A
The results of the research are peer-reviewed, which enhances the credibility of the article.

 

 ___ It is vital to get credible and valid information regarding telemedicine to identify how best to leverage this technology for better healthcare outcomes in the future. N/A
 

___

 This is a retrospective study that prevents the researchers from establishing causality between increased patient satisfaction and video visits. The research does not show if telemedicine directly leads to increased patient satisfaction or if there are other mitigating factors. N/A
___

 

 

 The sample used for the study was based on patients from only one healthcare institution. It is not possible to reliably generalize the results of the study since other healthcare organizations may be experiencing poor patient satisfaction levels from the use of telemedicine. N/A

 

 

 

Step 2: Summary of Analysis

Craft a summary (2-3 paragraph) below that includes the following:

  • Describe your approach to identifying and analyzing peer-reviewed research
  • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
  • Identify at least one resource you intend to use in the future to find peer-reviewed research

 

 

In identifying peer-reviewed research, I opted to use Google Scholar to search for articles related to my topic of interest. Once I identified a few articles, I checked to see if they were written by scholars. I checked the authors’ academic credentials and their affiliations to professional associations. I then checked to see if the journals that hosted the articles were peer-reviewed sources or not. I also checked the general structure of the research studies and whether the language used was technical and formal. There are two strategies, which I found to be effective in finding peer-reviewed research. First, there is the use of Google Scholar. This is a valuable resource for searching for scholarly articles from various databases. Second, there is the use of well-known databases such as PubMed and Elsevier, which only deal with scholarly peer-reviewed sources.

In analyzing the peer-reviewed research, I started by reviewing the logical reasons outlined for carrying out the study. I then evaluated the methodology description, which was applied in the research.  Thereafter, I checked to see if there was a clear and concise report for the findings. Finally, I checked to see if there was a logical conclusion originating from the study results. Overall, one resource, which I intend to use in the future to find peer-reviewed research is Google Scholar. Although this is not a database, it is an effective search engine tools that directs one to articles from diverse databases.

 

 

 

Week 6 | Part 4: Finalizing the Plan

 

I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty.  I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.

 

The results of my efforts are below.

 

Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

 

Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

 

 

Step 1: Comparison of Nursing Specialties

Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

 

Step 2: Justification of Nursing Specialty

Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

 

 

 

 

 

 

 

 

Step 3: Professional Organizations

Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

 

 

 

 

 

 

 

 

 

 

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