Quality Improvement Proposal

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Quality Improvement Proposal

NURS-FPX6612

 

Assessment 2 Instructions: Quality Improvement Proposal

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Write a quality improvement proposal, 5-7 pages in length, that provides your recommendations for expanding a hospital’s HIT to include quality metrics that will help the organization qualify as an accountable care organization.

Introduction

Health care has undergone a transformation since the release of the Institute of Medicine’s 2000 report To Err Is Human: Building a Safer Health System. The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).

Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine’s goal of improving safety and quality.

Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.

This assessment provides an opportunity for you to make recommendations for expanding a hospital’s HIT in ways that will help the hospital qualify as an ACO.

Reference

Institute of Medicine. (2000). To err is human: Building a safer health system. National Academies Press.

Preparation

In this assessment, you will again assume the role of case manager at Sacred Heart Hospital. This time, you are asked to develop a strategy for tracking quality metrics to help facilitate the hospital’s qualification for ACO status.

Before drafting your proposal, complete the following simulation exercise:

  • Vila Health: Quality Metrics Tracking.

Note: Remember that you can submit all or a portion of your draft to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Requirements

Develop a proposal to expand Sacred Heart Hospital’s HIT to better include quality metrics—with the ultimate goal of qualifying for ACO status. Use the following template for your proposal:

  • APA Style Paper Template [DOCX].

Writing the Proposal

The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your proposal addresses each point, at a minimum. You may also want to read the Quality Improvement Proposal Scoring Guide to better understand how each criterion will be assessed.

  • Recommend ways to expand the hospital’s HIT to include quality metrics.
    • How will you collect information and solve the problem of coordinating care for patients who are not getting diagnostic tests, such as mammograms or colonoscopies?
    • What can you do to track health information from the community or the target population to make necessary improvements?
    • How can you most effectively and efficiently show the role of informatics in nursing care coordination?
    • What evidence supports your recommendations?
  • Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
    • Provide examples to support your description.
  • Identify potential problems that can arise with data gathering systems and output.
    • What suggestions can you make for avoiding those problems?
  • Write clearly and concisely, using correct grammar and mechanics.
    • Express your main points and conclusions coherently.
    • Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your proposal.
  • Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
    • Is your supporting evidence clear and explicit?
    • How or why does particular evidence support a claim?
    • Will your audience see the connection?

Additional Requirements

Proposal Format and Length

Format your proposal using APA style:

  • Use the APA Style Paper Template [DOCX] provided. Be sure to include:
    • A title page and references page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • See also the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your proposal.
  • Your proposal should be 5–7 pages in length, not including the title page and references page.

Supporting Evidence

  • Cite at least six sources of credible scholarly or professional evidence to support your proposal.
  • Apply APA formatting to all in-text citations and references.

Portfolio Prompt: You may choose to save your proposal to your ePortfolio.

  • ePortfolio.
    • This resource provides information about ePortfolio, including how to use the different features of the product.
  • Online ePortfolio Guidelines [PDF].

 

Nursing homework help

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Nursing homework help

Part 1:

You should choose influencers that you like and that you believe will provide relevant content for the course, including links in your Yellowdig posts. If you are completely unaware of influencers or where to look for appropriate influencers to use for this class – check out the article with the LinkedIn gurus. Also, Mario Martinez would be a good one. You can also just look up sales influencers, service influencers, technology influencers to find someone. Company blogs and industry association websites would also be good places to find people who are making a difference with respect to our course topic(s).

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Links Related to finding sales influencers:

https://www.nasp.com/blog/a-detailed-guide-on-influencer-marketing/

https://www.linkedin.com/business/sales/blog/trends/follow-these-sales-influencers-taking-over-2021

List 4 sales technology influencers that share and talk about topics related to this course: I will provide the topics in a different word document.

  1. Name and link to either LinkedIn, Instagram, YouTube, or Twitter.
  2. Name and link to either LinkedIn, Instagram, YouTube, or Twitter.
  3. Name and link to either LinkedIn, Instagram, YouTube, or Twitter.
  4. Name and link to either LinkedIn, Instagram, YouTube, or Twitter.

 

 

Part 2:

There will be FOUR social engagement assignments related to the influencers you have chosen for the course. Engaging for this assignment will include one meaningful comment to something they’ve posted or shared and sharing content that they have posted or shared. You will choose 2 of the influencers and engage once with those two (comment for one, share for the other). The requirements are as follows:

1) In order to be considered a meaningful comment, you must comment using 20 words or more. 

2) Make sure your share is of good content (post with factual information or link to non-opinion article)

3) Screenshot your activity (engagement) and submit with a brief summary comment (100 words or less) about why you chose this content to share/comment on. 

 

 

 

 

Social Engagement Assignment for Week 1:

Choose 2 sales influencers from the list of four influencers that you created In PART 1.

You will screenshot content from one of the two influencers, the content must be related to the class topics.

 

 

 

 

 

 

 

 

 

You will comment on a post for the second influencer on a post they have posted related to a topic from the course.

(POST A LINK TO THE POST YOU WANT TO COMMENT ON HERE, COULD BE ON INSTAGRAM, OR ANY OTHER SOCIAL PLATFORM)

(WRITE HERE THE COMMENT YOU WANT TO POST, AND I WILL POST IT USING MY OWN SOCIAL MEDIA ACCOUNT 20 words or more)

(WRITE HERE a brief summary comment (100 words or less) about why you chose this content to share/comment on. Make sure your share is of good content (post with factual information or link to non-opinion article).

 

Social Engagement Assignment for Week 2:

SAME THING BUT DIFFERENT TOPICS RELATED TO CLASS. You could go back and forth between the list of four influencers you created in part one.

Social Engagement Assignment for Week 3:

SAME THING BUT DIFFERENT TOPICS RELATED TO CLASS. You could go back and forth between the list of four influencers you created in part one.

Social Engagement Assignment for Week 4:

SAME THING BUT DIFFERENT TOPICS RELATED TO CLASS. You could go back and forth between the list of four influencers you created in part one.

 

 

 

 

 

 

 

Professional Identity of the Nurse: Scope of Nursing Practice

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Professional Identity of the Nurse: Scope of Nursing Practice

Title of Assignment

Professional Identity of the Nurse: Scope of Nursing Practice

Purpose of Assignment:

According to Larson, Brady, Engelmann, Perkins, and Shultz (2013), “the development of professional identity is a continuous process that begins with admission to the nursing program and evolves throughout one’s professional career in a dynamic and fluid process where interacting relationship of education and practice lead to self-reflection, growth, and human flourishing” (p. 138).

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Larson, J., Brady, N., Engelmann, L., Perkins, B., & Shultz, C. (2013). The formation of professional identity in nursing. Nursing Education Perspectives.34 (2). p 138.

Course Competency(s):

Describe the foundations of nursing practice.

Explain the roles and scope of practice for members of the interprofessional team.

Describe principles of effective communication in the healthcare setting.

Instructions:

This course includes a project with three parts. Each part builds off prior knowledge to help you create your nurse professional identity. In the first part, you examine the role of the nurse and scope of practice, which will help you identify the nurse’s role. In the second part, you describe the importance of the code of ethics in nursing and examine the standards of nursing practice for the role you are obtaining during the nursing program. The final submission requires you to use the first two parts of your assignment to explain your belief of caring in nursing, describe your professional identity, and identify a potential professional organization that you may join to help support your development.

 

Content:

Prepare a two to three page written assignment that includes the following:

  • Introduction to the assignment (sections of the assignment)
  • Describe the importance of the code of ethics in nursing
  • Identify the American Nurses Association Standards of Practice for the licensure you are obtaining (LPN or RN)
  • Conclusion (reflect on the criteria of the assignment)
  • Use at least two credible resources to support your findings. For example, one of the resources could be the ANA Standards of Practice, and another resource could be the ANA Code of Ethics. These resources must be integrated into the body of your paper using at least two in-text citations. Be sure to use proper APA format and style.

 

Format:

  • Two to three page written assignment
  • Standard American English (correct grammar, punctuation, etc.)
  • Logical, original and insightful
  • Professional organization, style, and mechanics in APA format

 

PCN-530 Sexual Development Worksheet Paper

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PCN-530 Sexual Development Worksheet Paper

PCN-530 Sexual Development Worksheet Paper

PCN-530 Sexual Therapy Worksheet

Directions: The table below contains multiple approaches to sexual therapy. Be sure to cite any information included in the table. An example has been provided for you. Provide the founders, main concepts, and goal(s) of each therapy.

Therapy Founder Main Concepts Goal
Example: 

Brief Strategic Therapy

 Shoham and Rohrbaugh 

(Fauchier and Margolin, 2004, para. 11)

 Identify the connection between a person’s attempt to solve a problem and the negative outcomes caused by the attempt. Once identified, steps can be taken to overcome them. The sole focus is on the problems determined and defined by the client(s), not identifying different problems that may be present (Fauchier and Margolin, 2004, para. 11-12). Reduce the person’s attempts to solve the problem(s) that are resulting in negative outcomes, and increase the tolerance of others involved (Fauchier and Margolin, 2004, para. 11-12).
Behavioral 

 

  

 

 

 

 
Cognitive Behavioral 

 

  

 

 

 

 
Integrated Behavioral 

 

  

 

 

 

 
Emotion Focused 

 

  

 

 

 

 
Family Systems 

 

  

 

 

 

 
Solution Focused

 

References

Fauchier, A., & Margolin, G. (2004). Marital therapy. In C. D. Spielberger (Ed.), Encyclopedia of applied psychology. Retrieved from http://library.gcu.edu:2048/login?PCN-530 Sexual Development Worksheet Paper qurl=http%3A%2F%2Fsearch.credoreference.com.library.gcu.edu%3A2048%2Fcontent%2Fentry%2Festappliedpsyc%2Fmarital_therapy%2F0

PCN-530 Sexual Development Worksheet

Directions: In the table below, list at least two aspects of sexual development that are relevant to each stage of development.  An example has been provided for you.  Be sure to cite the information you include in the table.

Life Stage Sexual Development
Ex. Infancy 1.      Sexual curiosity – At this stage, children can develop intrigue regarding  sexual anatomy (Rathus, Nevid, & Fichner-Rathus, 2013, p. 375) 

 
Infancy 

 

  

 

 

 

 
Early childhood 

 

  

 

 

 

 
Preadolescence 

 

  

 

 

 

 
Adolescence 

 

  

 

 

 

 
Adulthood 

 

  

 

 

 

 

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References

Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2013). Human sexuality in a world of diversity (9th ed.). Boston, MA: Allyn & Bacon.

Introduction

Students of Grand Canyon University (GCU) are required to use the guidelines provided by the Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. GCU has made APA templates and other resources available within the Student Success Center; therefore, students are not required to purchase the APA manual. PCN-530 Sexual Development Worksheet Paper
PLEASE NOTE:
The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format when preparing written work for class. PCN-530 Sexual Development Worksheet Paper

APA Format and Style
General
Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use APA style for all references, in-text citations, formatting, etc.
Write in first- and second-person sparingly, if ever. This means, avoid using I, we, and you; instead, use he, she, and they. Do not use contractions.
Paper Format
1) Use standard-sized paper of 8.5″ x 11″.
2) Margins should be 1″ all around (top, bottom, left, right).
3) Use Times New Roman 12-point font.
4) For emphasis, use italics (not quotation marks, bold, etc.).
5) Double-space.
6) Align the text flush left.
Organization
The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment.
Title Page
The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers.
Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right.
To format your running head and page numbers in Microsoft Word 2010, click InsertHeader Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. After the title, tab over till the cursor is at the right margin, highlight the space, and click InsertPage Number and select Current PositionPlain Number. PCN-530 Sexual Development Worksheet Paper

NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Paper

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NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Paper

NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS

NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS

Siena, a 9-year-old partially immunised girl from Wagin, was admitted on account of one-week history of abdominal pain and fever. At the emergency department, her ultrasound confirmed a perforated appendix. Siena was rushed to the theatre for emergency surgery. She was brought to your ward post-operatively. She had two intravenous cannulas—one on each hand. Nasogastric tube and indwelling catheter were insitu and connected to a drainage bag. Siena has phobia for medications served in syringes. The surgical notes report the presence of three steri-strips at the incisional sites.

Siena and her mother are now in the ward, and they have been allocated to you. Prior to their arrival to your ward, your shift coordinator had given you a brief handover and advised that they will be arriving in the next 15 minutes. On arrival, you noticed Siena has been charted regular analgesia and intravenous antibiotics with PRN analgesia for her pain management. On arrival, Siena was alert and her observations were: Temperature 38.6- degree,HR= 130 beats per minute, Oxygen saturation 90% on room air, RR= 28 breaths per minute with mild distress, BP = 100/70mmHg. It is estimated that Siena and her family will be on admission for at least 5 days. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS

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Based on the above scenario, discuss the pathophysiology, management and health promotion for Siena and her family.

Assignment guidelines

 Word count = 1400 (+/-10% word count)

 Your assignment should include the following:

  1. An introduction summarizing the case
  2. Discuss the pathophysiology of the presenting condition.
  3. Discuss the assessments (Paediatric Assessment Tool and/or Primary AssessmentFramework) you will undertake to prioritize and manage care for
  4. Describe the nursing management of Siena’s condition
  5. Using the child and family centred care model, how will you care for Siena and her family
  6. What discharge education and health promotion will you emphasize?
  7. How will you teach Siena to manage her condition after discharge? NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Paper
  8. What community support resources will you refer Siena to?

Detailed instructions

  • Essay format with formatted headings following School of Nursing& Midwifery guidelines (see BB Assessment tab).
  • Academic writing style following APA 7th edition referencing
  • Appropriate sentence structure, conjunctions, word use, grammar and spelling (this is an English Language Proficiency (ELP) specified unit).
  • Format essay with relevant headings representing the assignment sections. The assignment must flow smoothly and read logically. Note: Ensure that each section is discussed within the essay, showing the depth of knowledge and understanding, critical thinking, evidence and content

Assignment Presentation

Introduction (approx 100 words)

  • An overview of the case study and definition of
  • A brief overview of the epidemiology of the condition
  • An overview of the assignment relevant to the patient

Section one (approx 500 words)

  • Describe the presenting problem’s pathophysiology

Section two (approx. 1000 words)

  • Discuss the nursing considerations and management for this child, incorporating examples of child and family centred care, assessment strategies and nursing
  • Discuss potential assessment findings, what range of assessments or preparations would be required and what appropriate assessment tools will you utilise/would be used. Consider any potential changes e.g. deterioration/recovery and how this would impact the care
  • Students should identify, consider and briefly discuss nursing management, NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Paper

– this should demonstrate the student’s ability to demonstrate clinical knowledge, critically think and incorporate evidence-informed practice.

  • Students should also incorporate any holistic health considerations and rationales to demonstrate critical

Section three (200)

  • Discuss the health promotion strategies you will put in place for Siena and her family and the community resources they can

Conclusion (approx 100 words)

  • Provide an overview of the assignment and the primary relevant points No new material introduced.

Referencing

  • In-text and end-text referencing per current ECU referencing guidelines – APA 7th edition style. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS
  • Minimum of 10 current and credible academic references, using a variety of sources including peer-reviewed journal articles (minimum of 5 journal articles) scholarly books and quality websites (Australian and other credible websites). Credible resources include evidence-based research and best practice guidelines (Australian and international if relevant, e.g. WHO). Patient information sources, public access medical websites designed for non-health professionals, eMedicine, MayoClinic, BetterHealthChannel, GPNotes, Wikipedia and Dictionary.com etc willnot be accepted as academic references. All references need to be from reputable sources. Do not use lecture notes as references.
  • Accepted academic peer-reviewed journal articles up to five years old, scholarly books up to 10 years
  • The medical dictionary may be used for medical terminology but should not be includedin your reference

Note: The proposed word counts are suggestive only but not prescriptive.

Case Study Analysis Sample Paper on Cystic Fibrosis

Introduction

This essay will be analysing the case of a 13-year-old boy named Bruce with cystic fibrosis (CF), a life-limiting genetic condition that affects the mucus production in the body, largely affecting the lungs and the gastrointestinal system (Fraser et al., 2017). Bruce lives with his family in Merredin, Western Australia (WA), regularly having tune ups at Perth Children’s Hospital (PCH). He has a history of procedural anxiety and pancreatic insufficiency from his CF, and is scheduled for a tune-up and one week stay in hospital for exacerbation of his CF and an insertion of a new Peripherally Inserted Central Catheter (PICC). Despite his supportive parents, Bruce appears withdrawn and reluctant to be in hospital, uninterested in eating or involving himself in his care, however after 24hrs of antibiotics he states he has stated his cough is improving. With this information this essay will discuss the pathophysiology, management and health promotion for Bruce and his family. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Paper

Pathophysiology

Cystic fibrosis is caused by a mutation in the cystic fibrosis transmembrane regulator (CFTR) protein gene, and is an autosomal recessive disorder. The CFTR protein ordinarily functions as a channel across epithelial cell membranes, and controls the chloride ion transportation and therefore the movement of water in and out of the cell, affecting the flow of mucus in the body (Fraser et al., 2017). Normally, the CFTR gene interacts with inflammasome, transports anions, and regulates the epithelial sodium channel (Elborn, 2016). In a person with cystic fibrosis, there is hyper-inflammation of proteasome, reduced or absent anion transport, and hyper-reabsorption of sodium, and impaired innate immunity, leading to mucous anomalies (Elborn, 2016). This results in mucus retention and chronic infections, and because of this, morbidity and mortality are often caused by bronchiectasis, progressive respiratory impairment, and small airway obstructions. Issues with the CFTR gene can affect malabsorption in the pancreas (Elborn, 2016). In the case study it states that Bruce has a history of pancreatic insufficiency as a complication of his CF, due to the thick mucus in the pancreas blocking pancreatic enzymes from entering the small intestine, so the digestive tract begins to pass partly undigested food, affecting nutrition status (Cystic Fibrosis Foundation, n.d.).

Nursing Assessment and Management

To prioritise and manage Bruce’s care, the nursing staff first need to assess Bruce using a variety of tools and assessments to develop a nursing plan. One of these assessments is the Children’s Early Warning Tool [CEWT], a tool that assesses for clinical deterioration in patients (Cassidy et al., 2019). Bruce’s observations are as follows: Temperature 38.7, Heart rate [HR] 120 beats per minute (bpm), Oxygen saturation 95% at room air, blood pressure [BP] 100/70mmHg and respiratory rate [RR] 26 breaths per minute with mild distress. According to the CEWT for children 12 years and above, Bruce scores a 4 on the chart which indicates he needs increased frequency of observations, review of oxygen requirements, treatment to clear the mucus in his airways, and a review from the ward doctor.

To treat exacerbations of CF, IV antibiotics is commonly prescribed, often through a PICC line (May et al., 2018). Bruce has a blocked PICC so requires an insertion of a new PICC. His procedural anxiety means sedation or general anaesthesia should be considered for the insertion of his PICC line. Antibiotics are a constantly used therapy for CF patients, and after 24 hours of antibiotics Bruce has already noted an improvement, so ensuring IV access is maintained is important to fight off recurring infections.

Bruce’s increased HR and RR indicate ineffective airway clearance, and a respiratory assessment should be done to assess for adventitious or decreased breath sounds to confirm this (Swearingen, 2015). To improve airway clearance, the use of bronchodilators and chest physiotherapy is a daily regimen aiding patients to mobilise and clear the thick secretions in the airways (Kamat, 2017). Medications via a nebuliser is another treatment option to clear secretions, and it is important to sit Bruce up to maximise the inhalation of the medication and improve effectiveness of his cough to clear airways (Kamat, 2017).

Nutrition is a major aspect for cystic fibrosis management, especially in patients with pancreatic insufficiency such as Bruce. A diet high in calories, proteins, salts, and medium to high in fats is necessary (Swearingen, 2015). Patients with CF need at least 120-130% of the recommended daily allowance of caloric intake, and the fat intake should make up 35-40% of this, compared to 30% fat intake for those without CF (Kamat, 2017). Pancreatic enzymes should be administered with meals and snacks as prescribed, as replacement of enzymes is necessary for proper digestion and absorption of nutrients, and is important for growth and in fighting infection (Standen, 2019). As well as the enzymes, non-fat soluble multivitamins are an important part of managing Bruce’s care. Considering a dietician referral for Bruce and his family regarding Bruce’s requirements during his exacerbation of CF should also be considered (Kamat, 2017).

Bruce will be spending his life treating his illness at home and at hospital, so it is important that we address his procedural anxiety and reluctance towards hospitalisation for future treatments. Providing psychosocial support to Bruce and his family is important so that we can intervene before Bruce’s anxiety worsens and his family become reluctant to receive care.

Introducing our roles and communicating with empathy and active listening techniques will establish a safe atmosphere for Bruce and his family, relieving some anxiety (Swearingen, 2015).

CF social workers can help families deal with not only psychological aspects of managing Bruce’s care but financial ones as well, especially considering they live regional and need to travel for Bruce’s tune-ups. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Paper

Health Promotion

In a few years’ time Bruce will be transitioning to adult health care, and Bruce and his family need preparation for his change. Transitioning from paediatric care moves adolescents with chronic conditions to adult health care in a manner that maximises quality care in an age- appropriate service, occurring over time involving the paediatric and adult health care agencies (Singh et al., 2020). By the end of this process, Bruce should be able to actively participate in self-managing his CF and making decisions in his care. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS

Perth Children’s Hospital has three stages to transition, the first stage being the introductory/planning stage that begins approximately around 12-14 years old, however this stage can vary (Perth Children’s Hospital, n.d.). This stage introduces Bruce and his family to the transition process, working out what Bruce needs to know about himself and his medical condition. The next stage, the preparation stage, is usually during the ages of 14-16 years, and develops a transition plan in partnership with Bruce and his parents. Bruce will also begin to learn the skills needed for caring for himself at this stage. The final stage is the transfer stage, usually between 16-18 years of age, and begins when Bruce is looking after himself with confidence and is ready to transfer, and information is exchanged between the health care team at PCH and adult health services (Perth Children’s Hospital, n.d.).

For the initial stage of transition, educating Bruce on the care being provided and why, and encouraging his parents to talk through the care they give him at home is important to provide Bruce with information about himself that he will need for adult care and to manage his own care when he’s older and ready (Coyne et al., 2018). Referrals to CF social work will also help provide Bruce and his parents support on how to prepare for a higher level of independence in Bruce’s care in a smoother transition (Kamat, 2017).

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Conclusion

To conclude, cystic fibrosis is a chronic, life-limiting genetic condition that requires daily care and a lot of contact with health services throughout someone’s life. For this hospital presentation and tune-up, Bruce needs to have a clear airway maintained and treatment provided for the increased mucus in his lungs, and he needs to be considered for sedation or general aneasthesia while his PICC line is inserted to try and lessen the stress from his procedural anxiety. He needs nutritional supplements and assessments on his nutritional status, and psychosocial support given to him and his family for both Bruce’s withdrawn presentation and in preparing him and his parents for the transition to adult health care, a process that needs to be introduced early so that planning can begin and nobody feels unprepared when the time for transition does come. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Paper

 References

Cassidy, C. E., MacEachern, L., Best, S., Foley, L., Rowe, E., Dugas, K., & Mills, J. L.A. (2019). Barriers and enablers to implementing the children’s hospital early warning score: A pre- and post-implementation qualitive descriptive study. Journal of pediatric nursing, 46, 39-47. https://doi.org/10.1016/j.pedn.2019.02.008

Coyne, I., Malone, H., Chubb, E., & While, A. E. (2018). Transition from paediatric to adult health care for young people with cystic fibrosis: Parents’ information needs. Journal of Child Health Care, 22(4), 646-657. https://doi.org/10.1177/1367493518768448

Cystic Fibrosis Foundation. (n.d.). Enzymes. https://www.cff.org/Life-With-CF/Daily- Life/Fitness-and-Nutrition/Nutrition/Taking-Care-of-Your-Digestive-System/Enzymes/

Elborn, J. S. (2016). Cystic fibrosis. The Lancet, 388(10059), 2519-2531. https://doi.org/10.1016/S0140-6736(16)00576-6

Fraser, J., Waters, D., Forster, E., & Brown, N. (2017). Paediatric nursing in Australia: Principles for practice (2nd ed.). Cambridge University Press.

Kamat, D. M. (2017). Quick reference guide to pediatric care (2nd ed.). American Academy of Pediatrics.

May, T. L., Gifford, A. H., Lahiri, T., Black, A., Trang, J., Cornell, A. G., Gonzalez, K., Morin, S., Napier, M., Duarte, C. W., Zuckerman, J. B. (2018). Complications of long and intermediate term venous catheters in cystic fibrosis patients: A multicenter study. Journal of Cystic Fibrosis 17, 96-104. http://dx.doi.org/10.1016/j.jcf.2017.04.014

Perth Children’s Hospital. (n.d.). Transition to adult health care. https://pch.health.wa.gov.au/For-patients-and-visitors/Transition-to-adult-healthcare

Singh, J., Towns, S., Jayasuriya, G., Hunt, S., Simonds, S., Boyton, C., Middleton, A., Kench, A., Pandit, C., Keatley, L. R., Chien, J., Bishop, J., Song, Y., Paul, R., Selvadurai, H., Middleton, P. G., & Fitzgerald, D. A. (2020). Transition to adult care in cystic fibrosis: The challenges and the structure. Paediatric Respiratory Reviews. https://doi.org/10.1016/j.prrv.2020.07.009

Standen, J. (2019). Cystic fibrosis. InnovAiT, 13(1), 39-46. https://doi- org.ezproxy.ecu.edu.au/10.1177/1755738019883322

Swearingen, P. L. (2015). All-in-one care planning resource. Elsevier. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Paper

NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Rubric

Well Below Average (<25%) Below Average (26-49%) Pass/Average (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (>80%)
 

Content

 Does not address assessment item. No evidence to support main ideas. Unable to demonstrate an understanding of the main ideas or concepts. No credible sources used to support main ideas. Does not or poorly addresses assessment item. Insufficient evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Limited referencing to support ideas. Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic. All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic. Content fully addresses all parts of the assessment item. Thorough exploration of concepts and well-formed ideas, supported by high quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic.
0-10 11-19 20-23 24-27 28-31 32-40
Application of Critical Thinking Does not demonstrate critical thinking appropriate to required level. No application of professional practice and/or evidence based thinking to assessment item. Poorly demonstrates critical thinking appropriate to required level. Poor application of professional practice and/or evidence based thinking to assessment item. Limited demonstration of critical thinking appropriate to level of education. Limited application of professional practice and/or evidence based thinking to assessment item. Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence based thinking to assessment item. Very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence based thinking to assessment item. Excellent demonstration of critical thinking appropriate to level of education. Excellent application of professional practice and/or evidence base to practice in assessment.
0-4 5-7 8-9 10-11 12-13 14-16
 

Structure and Presentation

 The assignment does not conform to the structure of the assessment item. No introduction to the assessment. Poor or non- existent paragraphing. No logical/cohesive development of ideas. No summation of key points in conclusion. Does not comply with ECU SNM Assignment Writing Guidelines. Limited aspects conform to the structure of the assessment item. Poor introduction to the assessment. Limited paragraphing. Omits or poor summation of key points in conclusion. 

Poorly complies with ECU SNM Assignment Writing Guidelines. Does not follow specific assignment instructions as per Unit Semester Plan

 Some aspects conform to the ECU SNM Assignment Writing Guidelines and specific assignment instructions as per Unit Semester Plan. Limited introduction of topic and summation of key points in conclusion. Minimal paragraphing, and logical/ cohesive development of ideas. Complies with ECU SNM Assignment Writing Guidelines. Follows specific assignment instructions as per Unit Semester Plan. Introduction adequately introduces topic and summarises key points in conclusion. Paragraphing is evident, and there is a logical/ cohesive development of ideas in some of the assessment item. Complies with ECU SNM Assignment Writing Guidelines to a very high standard. Follows specific assignment instructions as per Unit Semester Plan completely. Very good introduction of topic and summation of key points in the conclusion that 

reflects the student’s position and provides clear insights into the issue. Very good paragraphing, and logical/ cohesive development of ideas in most of assessment item.

 Complies with ECU SNM Assignment Writing Guidelines to an excellent 

standard. Follows all specific assignment instructions as per Unit Semester Plan. Excellent introduction of topic and strong summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue.

Excellent paragraphing and logical/ cohesive development of ideas throughout
0-3 4-6 7-8 9 10-11 12-14
 

Referencing

 Referencing does not follow instructions in the ECU Referencing Guide. In text and/or end-text referencing has multiple 

errors and/ or includes references in conclusion.

 Referencing poorly follows instruction in the ECU Referencing Guide. In text and/or end-text referencing has many errors and/ or includes references in conclusion. Mainly adheres to instruction in the ECU Referencing Guide. In text and/or end- text referencing has some errors. Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has few errors. Adheres to instruction in the ECU Referencing Guide. In text and/or end- text referencing has very few errors. Completely adheres to all instruction in the ECU Referencing Guide. In text and/or end- text referencing has no errors.
0-2 3-4 5 6-7 8-9 10
Low Proficiency Developing Proficiency Moderate Proficiency High Proficiency
 

English Language Proficiency

 Incorrect or inappropriate aspects of writing obscure meaning in many places. Significant editing needed to clarif the meaning, along with extensive proofreading to correct technical errors. 

Multiple grammatical, spelling and punctuation errors were present throughout. Sentence structure poor making it difficult to determine meaning. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS

 Incorrect or inappropriate aspects of writing obscure meaning in some places. 

Some editing needed to clarify the meaning, along with extensive proofreading to correct technical errors. Many grammatical spelling and punctuation errors were present and needs improvement. Sentence structure needs improvement.

 Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning. 

Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors.

Mostly correct grammar, spelling and punctuation evident throughout.

Sentence structure acceptable but needs improvement.

 Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning. 

Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors.

Mainly correct grammar, spelling and punctuation. Very few errors. Sentence structure was of a good standard.

 Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning. 

Meaning is clear and needs only a light proofread to correct technical errors.

Grammar, spelling and punctuation were error free. Sentence structure of a high standard. Effective use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of

arguments throughout paper.

 Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning. 

Meaning is clear and there are no technical errors.

Grammar, spelling and punctuation were error free. Sophisticated use of all sentence and paragraph writing conventions were clearly demonstrated.

Logical application of arguments throughout paper.
0-5 6-10 11-13 14-15 16-18 19-20

SIM432-19A Population Health – Physical Environment Assignment

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SIM432-19A Population Health – Physical Environment Assignment

SIM432-19A Population Health – Physical Environment

Activity 8

Physical Environment

A community assessment begins with a basic windshield survey where each community subsystem is explored. The physical environment is often the first subsystem assessed and provides guidelines to identify characteristics in the physical environment that can impact health.

Click on the Enter Sentinel City® and continue your virtual experience by taking a bus tour of Sentinel City®. Since this is your second tour, feel free to choose any bus speed and/or get off the bus at any time to walk around. As you take the tour, write down your observations, specifically focused on the subsystem: physical environment. Meet with Mayor Hill to discuss the subsystem: physical environment. Compile your observations and any demographic information addressing each item listed in the first column of the rubric. You are encouraged to add other relevant characteristics you observe that may not be listed in the first column as you complete this activity. SIM432-19A Population Health – Physical Environment

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Reading and Resources

Harkness & DeMarco (2016) Read Chapters 4 & 5

Visit World Health Organization – Determinants of Health

Visit Healthy People 2020 Determinants of Health
Visit Healthy People 2020 Objectives
Visit Health Disparities
Find the health rankings for the county where your practice learning site is located by visiting: “Health Rankings for Your State & County” SIM432-19A Population Health – Physical Environment Assignment

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Watch the Levels of Prevention Video

Additional Instructions:

All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options
Choose One: Instructions:
Paper
1 page paper. Include title and reference pages.

Population Health – Physical Environment
Description: The baccalaureate graduate nurse will apply leadership concepts, skills, and decision making in providing care in a variety of settings.
Course Competencies: 5) Utilize information from available data bases to assess community health needs. 7) Conduct a windshield survey. 8) Develop a plan to meet an identified need in the community.
QSEN Competencies: 1) Patient-Centered Care 3) Evidence-Based Practice 5) Safety
BSN Essential II
Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated
Observations
Are there clear boundaries- natural (river, terrain change, etc.) or do you see economic differences (conditions of the homes or yards)?

Trees, flowers, cement? SIM432-19A Population Health – Physical Environment Assignment

Bike/walking paths?

All of the listed observations are clearly addressed and discussed in a comprehensive and detailed manner with 2 or more specific examples. Three or more of the listed observations are not present or discussed in depth Two or less of the listed observations are not present or discussed in depth Does not include observations

Are there sidewalks/condition of sidewalks?

Additional issues, not listed are addressed.
Where do residents shop? Are there any common areas- group hangouts?
What types of group “hang-outs”?

Is there a sense of territoriality or openness to strangers?
Graffiti or Billboards
Gang signs-tagging

Identify characteristics of the environment that can impact health.
Describe specific health conditions impacted by the physical environment.

Identify characteristics of the environment that can impact health. Describe specific health conditions impacted by the physical environment. Identify characteristics of the environment that can impact health.
Superficially describes specific health conditions impacted by the physical environment.

Identify characteristics of the environment that can impact health. Does not describe specific health conditions impacted by the physical environment. Does not identify characteristics of the environment that can impact health or describe specific health conditions impacted by
the physical environment.

APA, Grammar, Spelling, and Punctuation No errors in APA, Spelling, and Punctuation. One to three errors in APA, Spelling, and Punctuation. Four to six errors in APA, Spelling, and Punctuation. Seven or more errors in APA, Spelling, and Punctuation.
References Provides two or more references. Provides two references. Provides one references. Provides no references. SIM432-19A Population Health – Physical Environment Assignment

Benchmark – Capstone Project Change Proposal – Rubric

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Benchmark – Capstone Project Change Proposal – Rubric

Benchmark – Capstone Project Change Proposal – Rubric

Collapse All Benchmark – Capstone Project Change Proposal – RubricCollapse All

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Revisions Incorporated as Directed by Instructor

10 points

Criteria Description

Revisions Incorporated as Directed by Instructor

  1. 5: Excellent

10 points

All revisions are incorporated. The revision greatly improves the accuracy and clarity of the project.

  1. 4: Good

8.9 points

The key aspects were revised. The revision generally improves the accuracy and clarity of the project.

  1. 3: Satisfactory

7.9 points

Most key aspects were revised. Some aspects are still vague or contain minor inaccuracies.

  1. 2: Less Than Satisfactory

7.5 points

Revision is incomplete. Many aspects are still incomplete, inaccurate, or unclear.

  1. 1: Unsatisfactory

0 points

Revision is omitted.

Background

10 points

Criteria Description

Background

  1. 5: Excellent

10 points

Background of clinical problem are clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

8.9 points

Background of clinical problem are presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

7.9 points

Background of clinical problem are summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

7.5 points

Background of clinical problem is incomplete.

  1. 1: Unsatisfactory

0 points

Background of clinical problem omitted.

Clinical Problem Statement

10 points

Criteria Description

Clinical Problem Statement

  1. 5: Excellent

10 points

Clinical problem statement is clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

8.9 points

Clinical problem statement is presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

7.9 points

Clinical problem statement is summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

7.5 points

Clinical problem statement is incomplete.

  1. 1: Unsatisfactory

0 points

Clinical problem statement omitted.

Purpose of Change Proposal

10 points

Criteria Description

Purpose of Change Proposal

  1. 5: Excellent

10 points

Purpose of the change proposal in relation to providing patient care in the changing health care system is logically presented. Relevant support and rationale are evident.

  1. 4: Good

8.9 points

Purpose of the change proposal in relation to providing patient care in the changing health care system is presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

7.9 points

Purpose of the change proposal in relation to providing patient care in the changing health care system is summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

7.5 points

Purpose of the change proposal in relation to providing patient care in the changing health care system is incomplete.

  1. 1: Unsatisfactory

0 points

Purpose of the change proposal in relation to providing patient care in the changing health care system is omitted.

PICOT Question

10 points

Criteria Description

PICOT Question

  1. 5: Excellent

10 points

Topic and criteria are clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

8.9 points

Topic and criteria are presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

7.9 points

Topic and most criteria are presented. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

7.5 points

Topic is presented but criteria is incomplete.

  1. 1: Unsatisfactory

0 points

PICOT questions is omitted.

Literature Search

10 points

Criteria Description

Literature Search

  1. 5: Excellent

10 points

Topic and criteria are clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

8.9 points

Topic and criteria are presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

7.9 points

Topic and most criteria are presented. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

7.5 points

Topic is presented but criteria is incomplete.

  1. 1: Unsatisfactory

0 points

Literature search strategy employed omitted.

Evaluation of Literature

10 points

Criteria Description

Evaluation of Literature

  1. 5: Excellent

10 points

Evaluation of literature is clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

8.9 points

Evaluation of literature is presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

7.9 points

Evaluation of literature is summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

7.5 points

Evaluation of literature is incomplete.

  1. 1: Unsatisfactory

0 points

Evaluation of literature omitted.

Change or Nursing Theory

10 points

Criteria Description

Change or Nursing Theory

  1. 5: Excellent

10 points

Change or nursing theory is logically presented. Relevant support and rationale are evident.

  1. 4: Good

8.9 points

Change or nursing theory is presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

7.9 points

Change or nursing theory is summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

7.5 points

Change or nursing theory is incomplete.

  1. 1: Unsatisfactory

0 points

Change or nursing theory omitted.

Implementation Plan and Outcome Measures

20 points

Criteria Description

Implementation Plan and Outcome Measures

  1. 5: Excellent

20 points

Implementation plan and outcome measures are clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

17.8 points

Implementation plan and outcome measures are presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

15.8 points

Implementation plan and outcome measures are summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

15 points

Implementation plan and outcome measures are presented is incomplete.

  1. 1: Unsatisfactory

0 points

Implementation plan and outcome measures are omitted.

Use of Evidence-Based Practice in Intervention Plan

20 points

Criteria Description

Use of Evidence-Based Practice in Intervention Plan

  1. 5: Excellent

20 points

Use of evidence-based practice in intervention plan is clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

17.8 points

Use of evidence-based practice in intervention plan is presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

15.8 points

Use of evidence-based practice in intervention plan is summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

15 points

Use of evidence-based practice in intervention plan is incomplete.

  1. 1: Unsatisfactory

0 points

Use of evidence-based practice in intervention plan omitted.

Plan for Evaluating Proposed Nursing Intervention

20 points

Criteria Description

Plan for Evaluating Proposed Nursing Intervention

  1. 5: Excellent

20 points

Plan for evaluating proposed nursing intervention is clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

17.8 points

Plan for evaluating proposed nursing intervention is presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

15.8 points

Plan for evaluating proposed nursing intervention is summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

15 points

Plan for evaluating proposed nursing intervention is incomplete.

  1. 1: Unsatisfactory

0 points

Plan for evaluating proposed nursing intervention omitted.

Potential Barriers and Plan to Overcome Barriers

20 points

Criteria Description

Potential Barriers and Plan to Overcome Barriers

  1. 5: Excellent

20 points

Potential barriers and plan to overcome barriers are clearly and logically presented. Relevant support and rationale are evident.

  1. 4: Good

17.8 points

Potential barriers and plan to overcome barriers are presented. Minor aspects are unclear or require support.

  1. 3: Satisfactory

15.8 points

Potential barriers and plan to overcome barriers are summarized. There are minor omissions or inaccuracies. Some support or information is needed.

  1. 2: Less Than Satisfactory

15 points

Potential barriers and plan to overcome barriers are incomplete.

  1. 1: Unsatisfactory

0 points

Potential barriers and plan to overcome barriers are omitted.

Thesis Development and Purpose

10 points

Criteria Description

Thesis Development and Purpose

  1. 5: Excellent

10 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

  1. 4: Good

8.9 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

  1. 3: Satisfactory

7.9 points

Thesis is apparent and appropriate to purpose.

  1. 2: Less Than Satisfactory

7.5 points

Thesis is insufficiently developed or vague. Purpose is not clear.

  1. 1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

10 points

Criteria Description

Argument Logic and Construction

  1. 5: Excellent

10 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

  1. 4: Good

8.9 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

  1. 3: Satisfactory

7.9 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

  1. 2: Less Than Satisfactory

7.5 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

  1. 1: Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use)

10 points

Criteria Description

Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use)

  1. 5: Excellent

10 points

Writer is clearly in command of standard, written, academic English.

  1. 4: Good

8.9 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

  1. 3: Satisfactory

7.9 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

  1. 2: Less Than Satisfactory

7.5 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

  1. 1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (use of appropriate style for the major and assignment)

4 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

  1. 5: Excellent

4 points

All format elements are correct.

  1. 4: Good

3.56 points

Template is fully used; There are virtually no errors in formatting style.

  1. 3: Satisfactory

3.16 points

Template is used, and formatting is correct, although some minor errors may be present.

  1. 2: Less Than Satisfactory

3 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

  1. 1: Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Documentation of Sources

6 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

  1. 5: Excellent

6 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

  1. 4: Good

5.34 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

  1. 3: Satisfactory

4.74 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

  1. 2: Less Than Satisfactory

4.5 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

  1. 1: Unsatisfactory

0 points

Sources are not documented.

 

Literature Review

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Literature Review

Literature Review

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Literature Review

This literature review will discuss and critique five articles addressing new graduate nurse retention, in relation to my research question of, “For new graduate nursing students hired into INOVA Fairfax ED, does the use of a buddy program for the first year of employment reduce the future risk of turnover compared with no post-orientation intervention?”.

Retention of new graduate nurses in all nursing specialties is imperative. Not only is it cost effective to increase the rate of retention of new graduates, the decrease in turnover will improve staffing ratios and patient outcomes. There is a need for research on post-orientation interventions such as a buddy program to decrease turnover of new graduate nurses. Building relationship between new and experienced staff members in crucial, because we are already experiencing a shortage of nurses. Therefore, we need to find a way to stop new nurses form leaving their positions within the first year, and further decrease the likelihood they will leave the profession altogether.

The first study reviewed was a phenomenological study seeking to understand the experiences of graduate nurses and their transition into professional practice (Kelly & McAllister, 2013). A two-year study in which fourteen out of sixty-five senior nursing students from an Australian university participated. The subjects varied in age and background. The preceptors had minimal training received by the hospital that would affect the reliability of this study. Data was collected through semi-structured interviews and journals kept by the participants. The data was collected and inputted into NVivo, an analysis tool, to generate themes throughout the data. There was consistency of data collection and the analysis tools used were appropriate for this study. Literature Review

The size of this study was limited, which could affect generalizability of the findings. However, the details provided by the participants will aid in the understanding barriers and facilitators of quality learning through clinical preceptors (Kelly & McAllister, 2013). The information obtained through this study expresses a deep need for relationship building between the preceptor and the student to enhance the learning process and build confidence as a new nurse.

The second study, a phenomenological study, followed seven new graduate nurses. All of which varied in age, degrees (i.e. associates or bachelor’s), hospitals, and department. The inclusion criteria consisted of being a new graduate nurse and participation in a new grad residency program. Data collection was obtained through audio recorded interviews performed by the primary researcher. Each interview lasted forty-five to sixty minutes in a setting selected by the participant, which shows consistency in the collection of the data. Great consideration and rigor was taken into account concerning credibility, transferability, dependability, and confirmability of the data (Moore & Cagle, 2012). Two experienced researchers individually collectively analyzed this data to confirm emerging themes. Some limitations to this research was concerning the background and history of the participants had including prior patient care experience.

The third study reviewed was a convergent mixed methods study which was a part of a larger project. The larger project was evaluating the effectiveness of clinical supervision for new graduate nurses that were working in an acute care setting (Hussein, Everett, Ramjan, & Salamonson, 2017). The sample size was one hundred-forty new graduate nurses which were enrolled in a twelve-month long transition program at a Sydney hospital. The Manchester Clinical Supervision Scale (MCSS-26) was used to assess the new graduate nurse’s perception of the quality of clinical supervision. In addition, the Practice Environment Scale -Australia (PES-AUS) was used to assess satisfaction with the clinical environment. These tools allowed for consistency in the collection of the data. Other factors were also taken into consideration such as age, gender, and prior experience in the healthcare profession (Hussein, Everett, Ramjan, & Salamonson, 2017).  The quantitative data was analyzed using a statistical software package (IBM SPSS Statistics Version 22), and “continuous variables were assessed for normality using the Kolmogorov-Smirnov test, and expressed as median and range” (Hussein, Everett, Ramjan, & Salamonson, 2017, p.4). This form of data collection and analysis was appropriate for this study, and tools have been proven to be reliable. Although there are limitations to this study, which include the study being conducted at only one facility. Additionally, the self-repot methods used for the qualitative portion of this survey were not very reliable.

The fourth study reviewed was a retrospective descriptive evaluative design, which looked at retention between two groups of graduate RNs in the critical care units of Cohen Children’s Medical Center (CCMC) before and after the initiation of the Pediatric Fellowship Program (PNFP) (Friedman, Delaney, Schmidt, Quinn, & Macyk, 2013).  A nonprobability convenience sample was used for this study. The sample in this study consists of new graduate RNs hired to begin nursing orientation during March 2005 to August 2007, prior to the initiation of the PNFP, and September 2007 to March 2010, after the initiation of PNFP (Friedman, Delaney, Schmidt, Quinn, & Macyk, 2013). The collection of data regarding retention of both groups was retrieved through the CCMC’s HR department. The data for both groups was measured longitudinally at four different points after the commencement of the new graduate’s program. There was consistency in the collection of data, as well as reliability in the source of the data. The tool used to measure all data was made specifically for this study, appropriate for this data analysis. Limitations in this study are concerned with the retrospective design. Other variables that may have affected new graduate nurse retention are those that the researchers were unable to detect. There was a significant increase in the new graduate nurse retention once the PNFP was implemented (Friedman, Delaney, Schmidt, Quinn, & Macyk, 2013).

The last study which I reviewed was a qualitative study aimed to reveal the experiences and perceptions of nurses regarding turnover to identify strategies to improve retention, job satisfaction, and performance (Dawson, Stasa, Roche, Homer, & Duffield, 2014). The sample consisted of three hundred and sixty-two nurses working on a medical and surgical unit from three of Australia’s states/territories. This study was part of a larger project which examined the relationship between turnover and patient, organizational, and staff outcomes. The study distributed a survey with an open-ended question at the end, which allowed the participants to elaborate on needs and concerns of turnover. Statements were then analyzed using NVivo a qualitative data analysis tool, and themes emerged from this analysis. There was consistency in the collection of the data, and reliability of the instruments used. Out of this data three themes emerged. One which relates to the given research question about the factors that directly affect turnover. Factors listed under this theme include limited career options, poor staff support, poor recognition, and poor staff attitudes, all of which contributes to turnover. This study showed the importance of the relationships between the staff members to reduce the rate of turnover. limitations to this study such as only twenty-two percent of the sample from the larger survey answered the open question. Due to the limited response this may potentially affect the data quality, because this may not be the typical nurse’s perspective.

After reviewing the research that could be found on new graduate nurse retention and mentoring programs I have found there is little research on programs after the orientation phase of the transition from student to being in the workforce. Throughout the research there is a trend of relationship building among staff, bridging the gap between new and experienced nurses. In many of the reviewed literature during interviews, new graduates consistently expressed a lack of support, especially after the orientation phase. Moving forward research needs to be addressed to evaluate if a buddy program for new nurses is effective in increasing retention and decreasing turnover.

 

 

 

 

References

Dawson, A. J., Stasa, H., Roche, M. A., Homer, C. S. E., & Duffield, C. (2014). Nursing churn and turnover in Australian hospitals: Nurses perceptions and suggestions for supportive strategies. BMC Nursing, 13, 11. doi:http://dx.doi.org.prx-stratford.lirn.net/10.1186/1472-6955-13-11

Friedman, M. I., Delaney, M. M., Schmidt, K., Quinn, C., & Macyk, I. (2013). Specialized new graduate RN pediatric orientation: A strategy for nursing retention and its financial impact. Nursing Economics, 31(4), 162.

Hussein, R., Everett, B., Ramjan, L. M., Hu, W., & Salamonson, Y. (2017). New graduate nurses’ experiences in a clinical specialty: a follow up study of newcomer perceptions of transitional support. BMC nursing, 16(1), 42.

Kelly, J., & McAllister, M. (2013). Lessons students and new graduates could teach: a phenomenological study that reveals insights on the essence of building a supportive learning culture through preceptorship. Contemporary nurse, 44(2), 170-177.

Moore, Penny, PhD, R.N., C.N.L., & Cagle, Carolyn Spence, PhD., R.N.C. (2012). The lived experience of new nurses: Importance of the clinical preceptor. The Journal of Continuing Education in Nursing, 43(12), 555-565. doi:http://dx.doi.org.prx-stratford.lirn.net/10.3928/00220124-20120904-29

 

 

 

 

Teaching Plan on Cystic Fibrosis for an adolescent

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Teaching Plan on Cystic Fibrosis for an adolescent

Teaching Plan on Cystic Fibrosis for an adolescent, two pages

  1. Purpose: To document and evaluate teaching skills necessary to provide teaching to an individual client with a demonstrated need. With the completion of this assignment the student will be able to achieve the following objectives.

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  1. Demonstrate ability to thoroughly assess the learning styles of an individual or family using given developmental or cultural models.
  2. Demonstrate ability to anticipate learning needs based on developmental or cultural assessments.
  3. Identify and utilize teaching/learning principles to facilitate achievement of learning goals and outcomes.
  4. Select and prioritize learning strategies based on the developmental or cultural assessment to achieve learning goals and outcomes.
  5. Support rationales for teaching plan using teaching and learning theories from required readings with references.
  1. Nursing Competencies:
  1. Assessing and identifying developmental, cultural, and socioeconomic factors affecting a client.
  2. Providing evidence-based health information and teaching based on developmental, cultural, and socioeconomic factors affecting a client or family
  3. Integrating teaching/learning activities into client interactions based on developmental, cultural, and socioeconomic factors affecting a client or family.
  4. Incorporating health promotion and teaching into the plan of care based on developmental, cultural, and socioeconomic factors affecting a family or client.
  1. Plan: submitted to the clinical instructor during the teaching experience. Your clinical instructor must approve the topic.
  1. Develop nursing diagnosis (NANDA)
  2. Develop two (2) learning objectives
  3. State methodology (teaching methods)
  4. Provide and utilize teaching aids
  5. State needed resources
  1. Implementation: Outline (step by step)
  2. Evaluation: Evaluate your project describing the effectiveness of teaching methods and aids, learner’s response, ability to meet objectives, and self-evaluation including what the student learned and what the student would do differently in the future. A copy of the entire teaching plan with the evaluation of patient learning is to be submitted to your clinical instructor during the teaching presentation. This write-up should be 2-3 pages.

Walden Nurs 6052 Week 11 Assignment Paper

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Walden Nurs 6052 Week 11 Assignment Paper

Walden Nurs 6052 Week 11 Assignment

Walden Nurs 6052 Week 11 Assignment

Assignment: Evidence-Based Capstone Project, Part 6: Disseminating Results

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP. Walden Nurs 6052 Week 11 Assignment

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To Prepare:

  • Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
  • Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

  • Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
  • Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

BY DAY 5 OF WEEK 11

Submit Part 6, your revised PowerPoint presentation of your Evidence-Based Project. Walden Nurs 6052 Week 11 Assignment Paper