Covid-19 Vaccine and the Risk Involved in the VaccinePICO Question: In patients aged 65 and older (P), how does the use of the Covid-19 vaccine (I) compared to not receiving the vaccine (C) influence the risk of developing adverse reaction (O) within the first week of administration?2 pages
Topic: covid 19 vaccine and the risk involved in the vaccinePICOT Question : In patients 65 and older how does the use of the covid vaccine compared to not receiving that vaccine influence the risk of developing adverse reactions within the first week of administration.Using your research questions and research topic, identify your independent and dependent variables. Next, identify your research hypothesis and null hypothesis.1 page1 reference
DNP 835 Full Course GCU
Outcome measures are significant in showing the worth of the Advanced Practice Nurse’s role in health care. Identify a practice-level outcome study and describe the expectation of its effect on health care.
In this week’s readings, theories of accident causation, human error, foresight, resilience, and system migration were discussed. Identify a safety theory and propose proven quality measures to improve patient safety.
Discuss the concept of cost-based analysis. Provide an example of a program where it could be used to show outcomes.
Discuss a change theory and how it can be or has been applied in nursing practice to integrate care delivery sustainability. DNP 835 Full Course GCU
New health care delivery models are being presented to accommodate the shift in health care objectives. Many of these models are community based and focused on improving quality outcomes, population health, and reducing readmissions to acute care settings. Describe a new health care delivery model and discuss whether or not it is sustainable.
Two major models of care exist, for-profit and not-for-profit? Does one or the other provide more ethical care? Why or why not?
Explore a country that provides universal health care. What are its health outcomes? How do these outcomes compare to those in the United States? Should universal health care be a concept that the DNP should support? Why or why not?
The Commonwealth Fund provides an international review of health care systems. Read the Commonwealth Fund report, International Profiles of Health Care Systems, 2014, and take the associated quiz. Discuss what knowledge you gained from the quiz and describe any changes you would apply to the U.S. health care system.
Review one of the tutorials on quality measures from the AHRQ: National Quality Measures Clearinghouse website. Provide an overview of what you reviewed and its application in your practice.
The assigned article “Large-System Transformation in Health Care: A Realist Review” identifies several outcomes for effective transformation. Discuss one of those measures and the implications for change in your practice.
The DNP degree empowers nurses to create programs for improving quality outcomes. What barriers need to be alleviated to increase the APN role in health care change?
Patient-centered care has been shown to increase positive patient outcomes. Provide an example of how collaboration within the health care team has enhanced patient outcomes in your practice.
Utilize the National Committee for Quality Assurance (NCQA) website to examine the criteria that a Patient Centered Medical Home (PCMH) must meet to be credentialed. What is the value of the PCMH to patient outcomes?
One key issue related to poor adherence to prescribed treatment is patient lack of understanding. What tools are available to determine a level of health literacy and how can they be utilized to improve patient outcomes?
Discuss the role of research collaboration and the dissemination of this research. What are the opportunities for dissemination, and what is the role of DNP in pursuing those opportunities?
Discuss recent health care innovations in your practice and your role in implementation. DNP 835 Full Course GCU
The Individual Success Plan (ISP) assignment requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, (3) work associated toward completion of your Direct Practice Improvement Project.
General Requirements:
Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:
Within the ISP, ensure you identify specific deliverables which can include the following: Individualized DNP practice immersion contracts; comprehensive clinical log of hours applied to doctoral level learning outcomes; learner evaluations; mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and mentor approvals of course goals and documented practice immersion hours; and DPI project milestones.
Directions:
Complete the Contact Information table at the beginning of the ISP document and type in your signature and the date on which you completed the table.
Read the information in the ISP document including the following:
Follow the instructions and complete the ISP.
The Quality and Sustainability Paper is a practice immersion assignment designed to be completed in three sections. This is part one of the assignment. Learners are required to analyze and apply quality and/or safety measures specific to contemporary nursing science.
General Guidelines:
Use the following information to ensure successful completion of the assignment:
Directions:
Write a 1,250-1,500 word paper discussing the role of quality and/or safety in nursing science. Include the following:
Portfolio Practice Hours:
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to the DNP resources in the DC Network. DNP 835 Full Course GCU
To earn portfolio practice hours, enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-835
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
The Quality and Sustainability Paper is a practice immersion assignment designed to be completed in three sections. This is part two of the assignment. Learners are required to analyze the quality outcomes and/or patient safety measures of a health care entity to determine its successes and failures, identify potential obstacles to the implementation of the measures, and determine what collaborative efforts are needed to create sustainability.
General Guidelines:
Use the following information to ensure successful completion of the assignment:
Directions:
Write a 1,250-1,500 word paper that provides the following:
Portfolio Practice Hours:
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to the DNP resources in the DC Network. DNP 835 Full Course GCU
To earn portfolio practice hours, enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-835
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
The Quality and Sustainability Paper is a practice immersion assignment designed to be completed in three sections. This is part three of the assignment. Learners are required to provide a theoretical framework that supports the design and implementation of their evidence-based quality and/or safety program and discuss expected outcomes.
General Guidelines:
Use the following information to ensure successful completion of the assignment:
Directions:
Write a 2,000-2,500 word paper that provides the following:
Support your position by referencing at least five to six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
Portfolio Practice Hours:
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to the DNP resources in the DC Network. DNP 835 Full Course GCU
To earn portfolio practice hours, enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-835
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
In this assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.
General Guidelines:
Use the following information to ensure successful completion of the assignment:
Directions:
Construct a 2,500-3,000 word (approximately 10-12 pages) case report that includes a problem or situation consistent with a DNP area of practice.
In addition, your case report must include the following:
Portfolio Practice Hours:
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to the DNP resources in the DC Network.
To earn portfolio practice hours, enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-835
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor. DNP 835 Full Course GCU
The mentor will perform a final clinical evaluation via the Typhon system. The mentor will receive an e-mail link at the beginning of Topic 6 to access the evaluation through Typhon.
Students will access the completed mentor evaluations in Typhon under the tab for “EASI: Evaluation and Survey Instrument” and print out the completed evaluation, sign it, and upload the signed evaluation into LoudCloud.
The course faculty will review the evaluation in LoudCloud and confirm in Typhon.
It is the student’s responsibility to ensure that the mentor has completed evaluation. If the mentor does not receive the evaluation via the e-mail address on file with GCU, the student should contact the course faculty immediately.
Faculty must evaluate the student. Students will review the evaluations and confer with faculty if needed.
The Typhon Tracking System will be used to document and follow the status of your practice immersion hours throughout this and every subsequent course. Learners must be able to document a minimum of 50 concurrently or previously logged practice hours in association with this course, which will contribute to fulfillment of the total required 1,000 post-baccalaureate practice hours by the conclusion of the program. Please review the Guidelines for Graduate Field Experience Manual document in the in the DC Network for details on what may/may not qualify as practice hours.
The Practice Hours Portfolio (using the Typhon Student Tracking System) will include all of the following elements:
Learners will track their Practice hours within the Typhon Tracking System throughout each course and via the Practice Hours Completion Statement assignment at the end of the course.
Complete the following statement in a Word document and attach to this assignment drop box in LoudCloud and complete the Typhon Tracking System entries appropriate for this course.
Create a Word document with the following:
Practice Hours Completion Statement DNP-835
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this course. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.
Learners are required to maintain a reflective journal integrating leadership and inquiry into current practice.
Your journal will reflect on the personal knowledge and skills gained in this course and should address a variable combination of the following:
Learners will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the learner met the competencies aligned to this course. DNP 835 Full Course GCU
Class Nursing Evolution Clinical Assignment
Class Nursing Evolution Clinical Assignment
Nursing Evolution Clinical Assignment
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. The student will not be allowed to sit for the final without having completed the evolution for this course.
| Criteria | Meets Expectations | Approaches Expectations | Does Not Meet Expectations | ||||||||||||||||
| Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus | 100 %
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical). Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues. 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course. |
50 %
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical) Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience. 3. Use limited skills of inquiry and analysis to address practice issues. 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course. |
0 %
1. No reflection on current theory class and clinical and how courses support each other. 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience. 3. Does not use skills of inquiry and analysis to address practice issues. 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course. |
||||||||||||||||
| Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course. Nursing Evolution Clinical Assignment | 100 %
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation—describe their role/ contribution.) Class Nursing Evolution Clinical Assignment Nursing Evolution Clinical Assignment Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. The student will not be allowed to sit for the final without having completed the evolution for this course. OB Class Nursing Evolution Clinical Assignment
Course: NURS 100, NURS 120, NURS 201, NURS 222, NURS 306, NURS 307, NURS 340, NURS 480, NURS 492 RUBRIC: Nursing Evolution Criteria Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course. Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery. Page 1 of 2 Meets Expectations 100 % 1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical). Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues. 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course. 100 % 1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes intercollaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation–describe their role/ contribution.) 100 % 1. Describe an event that demonstrates: • application of leadership concepts, skills and decision making in the provision of high quality nursing care, • healthcare team coordination • the oversight and accountability for care Approaches Expectations 50 % 1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical) Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience. 3. Use limited skills of inquiry and analysis to address practice issues. 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course. 50 % 1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited intercollaborative involvement Does Not Meet Expectations 0% 1. No reflection on current theory class and clinical and how courses support each other. 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience. 3. Does not use skills of inquiry and analysis to address practice issues. 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course. 50 % 1. Describes limited leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery. 2. Limited description of an event that 0% 1. Gives no examples of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery in a variety of settings 2. Does not describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to 0% 1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement Course: NURS 100, NURS 120, NURS 201, NURS 222, NURS 306, NURS 307, NURS 340, NURS 480, NURS 492 RUBRIC: Nursing Evolution delivery. 2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team Page 2 of 2 demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team … Nursing Evolution Clinical Assignment |
50 %
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement. Nursing Evolution Clinical Assignment |
0 %
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement |
||||||||||||||||
| Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery. | 100 %
1. Describe an event that demonstrates: • application of leadership concepts, skills and decision making in the provision of high quality nursing care, • healthcare team coordination • the oversight and accountability for care delivery. 2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team |
50 %
1. Describes limited leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery. Nursing Evolution Clinical Assignment 2. Limited description of an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team |
0 %
1. Gives no examples of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery in a variety of settings 2. Does not describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team |
Course: NURS 100, NURS 120, NURS 201, NURS 222, NURS 306, NURS 307, NURS 340, NURS 480, NURS 492 RUBRIC: Nursing Evolution Criteria Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course. Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery. Page 1 of 2 Meets Expectations 100 % 1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical). Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues. 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course. 100 % 1. Reflects on providing holistic patient care to populations encountered in this course.
Class Nursing Evolution Clinical Assignment
Nursing Evolution Clinical Assignment
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. The student will not be allowed to sit for the final without having completed the evolution for this course.
| Criteria | Meets Expectations | Approaches Expectations | Does Not Meet Expectations |
| Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus | 100 %
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical). Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues. 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course. |
50 %
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical) Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience. 3. Use limited skills of inquiry and analysis to address practice issues. 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course. |
0 %
1. No reflection on current theory class and clinical and how courses support each other. 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience. 3. Does not use skills of inquiry and analysis to address practice issues. 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course. |
| Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course. Nursing Evolution Clinical Assignment | 100 %
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation—describe their role/ contribution.) |
50 %
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement. Nursing Evolution Clinical Assignment |
0 %
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement |
| Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery. | 100 %
1. Describe an event that demonstrates: • application of leadership concepts, skills and decision making in the provision of high quality nursing care, • healthcare team coordination • the oversight and accountability for care delivery. 2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team |
50 %
1. Describes limited leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery. Nursing Evolution Clinical Assignment 2. Limited description of an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team |
0 %
1. Gives no examples of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery in a variety of settings 2. Does not describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team |
Course: NURS 100, NURS 120, NURS 201, NURS 222, NURS 306, NURS 307, NURS 340, NURS 480, NURS 492 RUBRIC: Nursing Evolution Criteria Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course. Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery. Page 1 of 2 Meets Expectations 100 % 1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical). Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues. 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course. 100 % 1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes intercollaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation–describe their role/ contribution.) 100 % 1. Describe an event that demonstrates: • application of leadership concepts, skills and decision making in the provision of high quality nursing care, • healthcare team coordination • the oversight and accountability for care Approaches Expectations 50 % 1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical) Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience. 3. Use limited skills of inquiry and analysis to address practice issues. 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course. 50 % 1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited intercollaborative involvement Does Not Meet Expectations 0% 1. No reflection on current theory class and clinical and how courses support each other. 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience. 3. Does not use skills of inquiry and analysis to address practice issues. 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course. 50 % 1. Describes limited leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery. 2. Limited description of an event that 0% 1. Gives no examples of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery in a variety of settings 2. Does not describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to 0% 1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement Course: NURS 100, NURS 120, NURS 201, NURS 222, NURS 306, NURS 307, NURS 340, NURS 480, NURS 492 RUBRIC: Nursing Evolution delivery. 2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team Page 2 of 2 demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team … Nursing Evolution Clinical Assignment.
2. Describes intercollaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation–describe their role/ contribution.) 100 % 1. Describe an event that demonstrates: • application of leadership concepts, skills and decision making in the provision of high quality nursing care, • healthcare team coordination • the oversight and accountability for care Approaches Expectations 50 % 1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical) Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience. 3. Use limited skills of inquiry and analysis to address practice issues. 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course. 50 % 1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited intercollaborative involvement Does Not Meet Expectations 0% 1. No reflection on current theory class and clinical and how courses support each other. 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience. 3. Does not use skills of inquiry and analysis to address practice issues. 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course. 50 % 1. Describes limited leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery. 2. Limited description of an event that 0% 1. Gives no examples of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination and the oversight and accountability for care delivery in a variety of settings 2. Does not describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to 0% 1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement Course: NURS 100, NURS 120, NURS 201, NURS 222, NURS 306, NURS 307, NURS 340, NURS 480, NURS 492 RUBRIC: Nursing Evolution delivery. 2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team Page 2 of 2 demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team … Nursing Evolution Clinical Assignment
NSG/482 Windshield Survey Template
Provide a basic description of the community you surveyed for your windshield survey.
Answer the following based on your windshield survey:
NSG/482 v4
Windshield Survey Template
NSG/482 v4
| Data | Strengths | Weaknesses |
| Boundaries | The village is small and can be managed incase of an outbreak of a disease in the area. | The proximity to the forest can lead to wild fires which can destroy most the property within the area. |
| Housing and Zoning | The residential and commercial houses built in the 1940s and 1950s were build using modern architectural designs and materials and they exist for decades. | The disrepair of St. Charles factory and other schools that were abandoned by the Jews shows that these resources are unutilized and they need to be repaired or demolished to give way to new facilities such as hospitals. |
| Signs of Decay | The village is clean and there are no trash, rubble and large dumpster. Therefore, the environment is free from vectors that cause diseases from these sites. | Abandoned cars, and bordered-up buildings are dangerous to people and they can easily cause harm. |
| Parks and Recreation Areas | Parks and recreation facilities in the village ensure that people live healthy lives by exercising in the parks, playgrounds and interacting with people from different cultures. | During the COVID-19, these parks and recreation centers were dangerous because they could lead to direct contact between people which could transmit the disease. |
| Commons | Skokie has fabulous grocery stores where the residents can visit and buy healthy, fresh foods that will ensure they live a healthy lifestyle. | Some commons such as nightclubs and bars lead to unhealthy lifestyles and cause diseases such as Liver Cirrhosis from drinking and cancer from smoking cigarettes. |
| Stores | Stores such as drug stores, provide residents with supplies on drugs when they are sick. Moreover, other stores such as laundry facilities ensure that people clean their clothes regularly. | The availability of drug stores may lure the residents into drug abuse by buying drugs they are not prescribed. Moreover, home delivery for the grocery leads to sedentary lifestyle which cause chronic illnesses. |
| Transportation | Skokie embrace means of transport such as bicycle riding and walking which promote health and well being and conserve the environment because bicycles do not emit harmful gases. NSG/482 Windshield Survey Template | High percentage of people in Skokie use their cars to drive to work, to the stores and back home. Thus, people may not exercise adequately which may cause obesity |
| Service Centers | Social agencies such as department of human services ensure that the elderly in the village is not abused and that they receive adequate care because they represent a significant number of the population. | There is only one hospital in the village which provides general services and it can be difficult for a person to access it when they need it the most. Therefore, those living far form the facility may succumb to emergency diseases before they arrive in the hospital. |
| Street People (and Animals) | Skokie is very busy village during the day and people are engaged in productive activities. Therefore, people can afford to live upper class lifestyle and ensure they eat healthy. | Dogs and other pets have a strong connection with their owners and it is inappropriate to deny them a chance to be brought in the parks. The owner must be responsible if it defecates. |
| Protective Services | Every community requires security and other services such as fire fighting in case of fire outbreaks. The village has enough personnel and companies to ensure that people are not hurt during fires and they are protected from criminals. | Despite having police station and police officers patrolling the area. Skokie still experience moderate crime levels which threaten the peaceful co-existence of the people. |
| Race | Skokie has diverse people with whites, Asians, African Americans and people from two or more races. This population embrace diversity and people interact and exchange cultures | Skokie embraces diversity, however, these races may develop social tension which may lead to undesired outcome such as insecurity in the area. |
| Ethnicity | People have the freedom to practice their faith without discrimination. Schools teach various cultural and religious differences depending on the nature of the school. | Ethnic stores, churches and languages may result in barriers where other population cannot access these places because they are set aside for one population. |
| Religion | Religious facilities provide services to the people. They ensure that everyone access education at a place they are most comfortable. | The differences in religion and separate facilities for various activities such as education deny children the opportunity to interact and share their cultures. |
| Class | Most people in Skokie are upper class. Therefore, they can afford to live healthy life because they can buy healthy foods. | The low level of poverty-stricken residents who cannot afford upper class lifestyle are likely to suffer from nutritional deficiency diseases. |
| Health Status | The median age of the population is 44 years. Therefore, most residents are energetic and they can make good use of the resources in the village. | One fifth of the population is made up of older population, this population is always at risk of chronic infections. NSG/482 Windshield Survey Template |
Please summarize your data by responding to the following:
1. Describe the strengths of community as evidenced by Windshield Survey.
2. Describe the weaknesses (gaps in service) as evidenced by Windshield Survey.
3. Identify 1 problem based on the identified gap in community resources as an indicator of potential poor health outcomes
According to the gaps identified in the community, one potential indicator of poor health outcomes at Skokie is the high population of the elderly in the village. 20% of the population comprise of people above 65 years. This population is vulnerable to chronic diseases and they need immediate care. Therefore, the growing proportion of the elderly population is a potential indicator of poor health outcomes in the area.
Copyright 2022 by University of Phoenix. All rights reserved. NSG/482 Windshield Survey Template
Copyright 2022 by University of Phoenix. All rights reserved
Assignment: Standardized Nursing Terminology
Assignment: Standardized Nursing Terminology
Assignment: The Impact of Standardized Nursing Terminology
Among the Resources in this module is the Rutherford (2008) article Standardized Nursing Language: What Does It Mean for Nursing Practice? In this article, the author recounts a visit to a local hospital to view the recent implementation of a new coding system.
During the visit, one of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1).
How would you respond to a comment such as this one?
To Prepare:
Review the concepts of informatics as presented in the Resources, particularly Rutherford, M. (2008) Standardized Nursing Language: What Does It Mean for Nursing Practice?
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed. Assignment: Standardized Nursing Terminology
The Assignment:
In a 2- to 3-page paper, address the following:
Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.
Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.
Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the Walden Library.
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)
Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)
American Nurses Association. (2018). Inclusion of recognized terminologies supporting nursing practice within electronic health records and other health information technology solutions. Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/Inclusion-of-Recognized-Terminologies-Supporting-Nursing-Practice-within-Electronic-Health-Records/
Macieria, T. G. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D. J., Lopez, K. D., & Keenan, G. (2017). Evidence of progress in making nursing practice visible using standardized nursing data: A systematic review. AMIA Annual Symposium Proceedings, 2017, 1205–1214. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/
Office of the National Coordinator for Health Information Technology. (2017). Standard nursing terminologies: A landscape analysis. Retrieved from https://www.healthit.gov/sites/default/files/snt_final_05302017.pdf
Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05.
Note: You will access this article from the Walden Library databases.
Thew, J. (2016, April 19). Big data means big potential, challenges for nurse execs. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs
Topaz, M. (2013). The hitchhiker’s guide to nursing theory: Using the Data-Knowledge-Information-Wisdom framework to guide informatics research. Online Journal of Nursing Informatics, 17(3).
Note: You will access this article from the Walden Library databases.
Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13. doi:10.1016/j.techfore.2015.12.019.
Note: You will access this article from the Walden Library databases.
Required Media
Laureate Education (Executive Producer). (2012). Data, information, knowledge and wisdom continuum [Multimedia file]. Baltimore, MD: Author. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6051/03/mm/continuum/index.html
Laureate Education (Producer). (2018). Health Informatics and Population Health: Analyzing Data for Clinical Success [Video file]. Baltimore, MD: Author.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Vinay Shanthagiri. (2014). Big Data in Health Informatics [Video file]. Retrieved from https://www.youtube.com/watch?v=4W6zGmH_pOw. Assignment: Standardized Nursing Terminology
Assignment: Effect of Frequent Urination
Assignment: Effect of Frequent Urination
Question 1
Jeannie is a 24-year-old pregnant woman who asks you if her frequent urination is normal. Which of the following hormones is most likely responsible for this?
TSH
HCG
Oxytocin
Estradiol
Question 2
Marion presents to your office with back pain associated with constipation and urinary retention. Which of the following is most likely?
Sciatica
Epidural abscess
Cauda equine
Idiopathic low back pain
Question 3
Which is true of examination of the olfactory nerve?
It is not tested unless patient reports a change in smell
The smell must not be identified to declare a normal response
Abnormal responses may be seen in otherwise normal elderly patients
Allergies are unrelated to testing of this nerve
Question 4
A woman in her 24th week of pregnancy notices she feels faint when lying down for a period. What would you suspect as the cause for this? Assignment: Effect of Frequent Urination
Adrenal insufficiency
Orthostatic hypotension
Supine hypotensive syndrome
Hypoglycemia
Question 5
What is the most effective pattern of palpation for breast cancer?
Beginning at the nipple, make an ever-enlarging spiral
Divide the breast into quadrants and inspect each systematically
Examine in lines resembling the back and forth pattern of mowing the lawn
Inspect the breast in a circular motion
Question 6
You are assessing a patient with diffuse joint pains and want to make sure that it is only the joints that are the problem, and that the pain is not related to other diseases. Which of the following is a systemic cause of joint pain?
Gout
Osteoarathritis
Tendonitis
Spondylosis
Question 7
You are examining a child with severe cerebral palsy. When you suddenly move his foot dorsally, a sustained “beating” of the foot against your hand ensues. What does this represent?
A focal seizure
Clonus
Kernig’s sign
Brudzinski’s sign
Question 8
A young woman comes in experiencing brief, rapid, jerky, irregular movements. They can occur at rest or during other intentional movements. They mostly involve her face, head, lower arms, and hands. How would you describe these movements? Assignment: Effect of Frequent Urination
Tics
Dystonia
Athetosis
Chorea
Question 9
An infant presents with a heart rate of 180, a respiratory rate of 68, and an enlarged liver. What diagnosis does this suggest?
Pneumonia
Heart failure
Sepsis
Necrotizing enterocolitis
Question 10
You are assessing a patient with joint pain and are trying to decide whether it is inflammatory or non-inflammatory in nature. Which one of the following symptoms is consistent with an inflammatory process?
Stiffness
Cool temperature
Ecchymosis
Deformity
Question 11
Which is true of women who have had unilateral mastectomy?
Examination of the remaining breast only
Lymohedema of the ipsilateral arm usually suggests recurrence of breast cancer
Breast reconstruction over the mastectomy site no longer requires examination
Examination starts at the nipple, making an ever-enlarging spiral
Question 12
Which is true of prostate cancer?
It is commonly lethal
It is one of the less common forms of cancer
Family history does not appear to be a risk factor
Ethnicity is a risk factor
Question 13
Which of the following will help to optimize yield from a pediatric examination?
Take advantage of quiet periods for auscultation
Perform a head to toe exam
Use firmness, as needed to make it through your examination
Encourage Mom to hold the child’s hand. Assignment: Effect of Frequent Urination
A Historical Nursing Figure Assignment
A Historical Nursing Figure Assignment Guidelines: 3 pages of body including introduction but not counting the reference page.
1. Select an historical nursing figure that interests you. Your interest might be related to the period of time in history that they lived, their particular field of interest, or their special accomplishments. A Historical Nursing Figure Assignment
2. To learn more about this person you must complete a literature search. To accomplish this you may use the library data base: e.g. CINAHL Type in keyword and find 3-5 articles scholarly sources (books, articles, or professional website) published within the past 6 years. Websites must be from sponsoring professional organizations in nursing. Reference list and citations must be in APA format
3. Write an outline to follow. Here are the general categories to help you organize your thoughts:
a. General introduction of the individual and the area of interest or particular accomplishment that you plan to discuss
b. The purpose of the paper, clearly state what you intent to accomplish through this paper
c. The body of the paper (middle) includes:
i. Major points you want to make about the individual, the specific accomplishment/s of the individual, their contribution to changes in health care, healthcare systems, and/or social justice. Be sure that each point is supported by the literature and referenced using APA format.
ii. Your reflection of the impact of this person on your perception of nursing particularly new ideas related to your role as a nurse.
iii. Examine your values and beliefs in relation to those of the historical leader or theorist, any similarities in nursing metaparadigm, and implications for nursing practice How are the similar? Why did you choose him/her?
d. The conclusion: A summary of your main points
4. You must use APA format
5. Make sure that you include
a. A title page
b. A running head
c. Page numbers
d. Citations in the body of your paper to avoid plagiarism
e. A reference list. A Historical Nursing Figure Assignment
Assignment : Global Health Issue
Assignment : Global Health Issue
In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country
In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country.
To Prepare:
Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
Select at least one additional country to compare to the U.S. for this Assignment.
Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
Review and download the Global Health Comparison Matrix provided in the Resources.
The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change) Assignment : Global Health Issue
Part 1: Global Health Comparison Matrix
Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:
Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for the study.
Explain the strengths and weaknesses of each policy.
Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
Explain how the health policy you selected might impact the role of the nurse in each country.
Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples. Assignment : Global Health Issue
Part 2: A Plan for Social Change
Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.
In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.
Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples
Describe the policy in each country related to the identified healthcare issue
What are the strengths of this policy?
What are the weaknesses of this policy?
Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples)
How has each country’s government addressed cost, quality, and access to the selected global health issue?
How has the identified health policy impacted the health of the global population? (Be specific and provide examples)
Describe the potential impact of the identified health policy on the role of nurses in each country.
Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples) Assignment : Global Health Issue
BSN-FP 4010 Assessment 2 Paper
BSN-FP 4010 Assessment 2
Now that your team has a better understanding of the
population served by the organization, you need to evaluate how able the
organization is to serve the specific health care needs of the population
identified in the Windshield Survey assessment.
Use the Internet and the Capella library to locate at least
three academic or professional resources to use in this assessment.
Follow the same formatting instructions that you used in the
Windshield Survey assessment. Your assessment should be done as a report for
your team, using APA formatting for in-text citations and references. BSN-FP 4010 Assessment 2 Paper
Requirements
In your organizational evaluation, complete the following:
Describe the primary health concern for a vulnerable or
diverse population.
Explain how the organization currently serves this health
care concern. Be sure you include information on how the organization
communicates to the population.
Identify gaps in the health care service provided to the
population.
Explain evidence-based strategies to bridge the gaps in
health care service provided to the population.
Identify any possible barriers to implementing your
strategies.
Assignment Rubric
Excellent Good Fair Poor
In 3–4 pages, address the following:
A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather? Points Range: 30 (30%) – 35 (35%)
The response clearly, accurately, and with specific detail describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 24 (24%) – 29 (29%) BSN-FP 4010 Assessment 2 Paper
The response accurately describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 18 (18%) – 23 (23%)
The response vaguely and/or with some inaccuracy describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 0 (0%) – 17 (17%)
The response is inaccurate or missing descriptions of how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Points Range: 45 (45%) – 50 (50%)
The response accurately and thoroughly evaluates the test or tool’s validity and reliability, and explains any issues with clear sensitivity, reliability, and predictive values. Student’s research is clear, accurate, and appropriate for the evaluation. Points Range: 39 (39%) – 44 (44%) BSN-FP 4010 Assessment 2 Paper
Superbnursingessays.com exists to ease challenging concepts for students. Any paper from our distinguished tutors should only be used for academic referencing and learning purposes none of them should be submitted as they are.
EMAIL:
support@Superbnursingessays.com
Phone Number
+1 (989) 803-6873
