Nursing and Workplace Violence

/in /by

Nursing and Workplace Violence

Overview

ORDER A PLAGIARISM FREE PAPER NOW

A new initiative has been introduced to educate nurses, health care workers, and social services workers on how to prevent workplace violence where you work. Write a 750–1,000-word article on workplace violence and prevention measures for the hospital employee newsletter.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Explain the effect of health care policies, legislation, and legal issues on health care delivery and patient outcomes.
Identify the political, legal, and/or legislative factors that may contribute to violence in health care settings.
Competency 2: Explain the effect of regulatory environments and controls on health care delivery and patient outcomes.
Identify the main components of OSHA’s workplace violence prevention guidelines.
Explain the American Nursing Association’s position on violence in the workplace.
Explain safety policies and protocols for preventing and responding to violence against health care workers.
Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals.
Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
Correctly format citations and references using APA style.

Context
The Centers for Disease Control and Prevention’s National Institute for Occupational Safety and Health (NIOSH) (2002) defines workplace violence as any physical assault, threatening behavior, or verbal abuse occurring in the workplace. Violence includes overt and covert behaviors ranging in aggressiveness from verbal harassment to murder.Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
What are the more common reasons for workplace violence?
What clinical risk factors can lead to workplace violence?
What obligation does a health care facility have to protect workers from violence?
What personal safety strategies do you have to protect yourself from violence at work?

Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
Professional Issues Panel on Incivility, Bullying, and Workplace Violence. (2015). Incivility, bullying, and workplace violence [Position paper]. Retrieved from https://www.nursingworld.org/~49d6e3/globalassets/…
United States Department of Labor, Occupational Health & Safety Administration. (n.d.). Workplace violence. Retrieved from https://www.osha.gov/SLTC/healthcarefacilities/vio…
United States Department of Labor, Occupational Health and Safety Administration. (n.d.). Workplace violence prevention – Health care and social service workers. Retrieved from https://www.osha.gov/dte/library/wp-violence/healt…
AACN. (n.d.). Position statement: Workplace violence prevention. Retrieved from http://www.aacn.org/WD/Practice/Docs/Workplace_Vio…
Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health. (n.d.). Occupational violence. Retrieved from http://www.cdc.gov/niosh/topics/violence/training_…
Liss, G. M. (2000). Violence in the health care workplace. CMAJ, 162(4). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC123115…
Assessment Instructions
Your workplace has experienced some serious problems with workplace violence that occurred between patients and caregivers. A new initiative has been introduced to educate nurses, health care workers, and social services workers on how to prevent workplace violence. You have been asked to write an article on workplace violence and prevention measures for the hospital employee newsletter.
PREPARATION
Search the Capella library and the Internet for scholarly and professional peer-reviewed articles on workplace violence. You will need at least five articles to use as support for your work on this assessment.
DIRECTIONS
Write a 750–1,000-word article (3–4 pages) on workplace violence and prevention measures for the hospital employee newsletter. Address the following in your article:
Identify the political, legal, and/or legislative factors that may contribute to violence in health care settings. Consider the types of patients that may be treated within a clinical or hospital setting.
Compare OSHA regulations and the ANA position statement on workplace violence to organizational policies.
Explain safety policies and protocols for preventing and responding to violence against health care workers.
ADDITIONAL REQUIREMENTS
Your presentation should meet the following requirements:
Written communication: Written communication should be free of errors that detract from the overall message.
References: Cite a minimum of five resources, with the majority being peer-reviewed sources. Your reference list should be appropriate to the body of literature available on this topic that has been published in the past 5 years.
APA format: Resources and citations should be formatted according to current APA style and formatting.
Length: 750– 1,000 words or 3–4 typed, double-spaced pages, excluding title page and reference page. Use Microsoft Word to complete the assessment.
Font and font size: Times New Roman, 12-point.
Nursing and Workplace Violence Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Identify the political, legal, and/or legislative factors that may contribute to violence in health care settings.
Does not identify the political, legal, and/or legislative factors that may contribute to violence in health care settings. Identifies the political, legal, and/or legislative factors that may contribute to violence in health care settings but the response is inaccurate or incomplete. Identifies the political, legal, and/or legislative factors that may contribute to violence in health care settings. Identifies the political, legal, and/or legislative factors that may contribute to violence in health care settings, and provides real-world examples that demonstrate in-depth understanding.
Identify the main components of OSHA’s workplace violence prevention guidelines.
Does not identify the main components of OSHA’s workplace violence prevention guidelines. Identifies the components of OSHA’s workplace violence prevention guidelines but the response is inaccurate or incomplete. Identifies the main components of OSHA’s workplace violence prevention guidelines. Explains the main components of OSHA’s workplace violence prevention guidelines and suggests benchmarks to determine if the guidelines are being followed.
Explain the American Nursing Association’s position on violence in the workplace.
Does not explain the American Nursing Association’s position on violence in the workplace. Identifies but does not explain the American Nursing Association’s position on violence in the workplace. Explains the American Nursing Association’s position on violence in the workplace. Explains the American Nursing Association’s position on violence in the workplace and compares it to organizational policies on workplace violence.
Explain safety policies and protocols for preventing and responding to violence against health care workers.
Does not explain safety policies and protocols for preventing and responding to violence against health care workers. Lists the safety policies and protocols for preventing and responding to violence against health care workers but the content is incomplete or missing important elements. Explains safety policies and protocols for preventing and responding to violence against health care workers. Explains safety policies and protocols for preventing and responding to violence against health care workers and reflects on their effectiveness.
Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics. Writes with errors in clarity, logic, grammar, punctuation, or mechanics. Writes content clearly and logically, with correct use of grammar, punctuation, and mechanics. Writes clearly and logically, with correct use spelling, grammar, punctuation, and mechanics, and uses relevant evidence to support a central idea.
Correctly format paper citations and references using APA style.
Does not format citations and references using APA style. Formats citations and references with errors. Correctly formats citations and references using APA style. Citations contain a few errors. Correctly formats citations and references using APA style. Citations are free from all errors.

Nursing research

/in /by

Nursing research

Prepare this assignment as a 1,500-1,750-word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

ORDER A PLAGIARISM FREE PAPER NOW

***PICOT Statement

Revise the PICOT statement you wrote in the Topic 1 assignment.

***Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.

You will combine the qualitative and quantitative study critiques you have done on the topic you wrote your PICOT on. You will use the guidelines, the rubric, as well as the feedback I have given you through these weeks. You will also need to condense the first two assignments i.e. topic 2 and 3 and be succinct.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

***Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

NRS-433V-RS-Research-Critique-Guidelines.docx

Guiding Patient Education

/in /by

Guiding Patient Education

Patient education sessions need to evolve with the health care industry. This assignment challenges you to rethink patient education by looking at adult education principles as you guide patients to reputable sources for further review.

ORDER A PLAGIARISM FREE PAPER NOW

Create a patient education tool for the ailment you researched in this week’s learning activity. The tool should promote patient competency and e-health literacy. Consider:

How patients can/will use the tool
Patient experience managing this ailment
Community resources such as public libraries, parks and recreation community centers, and neighborhood service centers for free computer and internet access
Patient ability to perform basic computer functions
Graphs, charts, labels, or other visual information the consumer is likely to see
Direction for how to search and apply relevant online information
Your assignment should include:

trifold brochure
Include a minimum of three scholarly sources and develop an APA-formatted reference page.

Explain your rationale for choosing the format on a new page in your reference page documen

Respond to the following Post

/in /by

Respond to the following Post

Biomedical Ethics in The Christian Narrative Introduction The reality of religious pluralism (the view that there are

ORDER A PLAGIARISM FREE PAPER NOW

many different religions with different teachings) does not logically imply any sort of religious relativism (the view that there is no such thing as truth, or that everything is a matter of opinion). There are genuine distinctions between religions and worldviews. Given this fact, it is imperative that one be tolerant of differences and engage civilly with those of different religions or worldviews. It might be tempting to think that one is being tolerant or civil by simply rolling all religions into one sort of generic “spirituality” and to claim that all religions are essentially the same. But this is simply false. Once again, there are genuine and important differences among religions; these differences are meaningful to the followers of a particular faith. To simply talk of some sort of a generic “spirituality,” while maybe properly descriptive of some, does not accurately describe most of the religious people in the world. Furthermore, this terminology often reduces religion to a mere personal or cultural preference, and it ignores the distinctions and particularity of each. The point is that such a reductionism is not respectful of patients. It should also be noted that atheism or secularism are not simply default or perfectly objective (or supposedly scientific) starting positions, while religious perspectives are somehow hopelessly biased. Every religion or worldview brings with it a set of assumptions about the nature of reality; whether or not a particular view should be favored depends upon whether or not it is considered true and explains well one’s experience of reality. Biomedical Ethics Bioethics is a subfield of ethics that concerns the ethics of medicine and ethical issues in the life sciences raised by the advance of technology. The issues dealt with tend to be complex and controversial (i.e., abortion, stem cell research, euthanasia, etc.). In addition, bieothics usually also involves questions of public policy and social justice. As such, the complexities of bioethical discussion in a pluralistic society are compounded. There have been several different approaches to bioethical questions put forth that have to do with the theory behind ethical decision making. Three positions have been prominent in the discussion principalism (also known as the four principle approach), virtue ethics, and casuistry. For this lecture, it will be useful to outline principalism and to describe the general contours of a Christian approach to bioethical issues. Principalism is oftern referred to as the “four-principle approach” because of its view that there are four ethical principles that are the frame work of bioethics. These four principles are the following, as spelled out by Tom L. Beauchamp and David DeGrazia (2004): 1. Respect for autonomy − A principle that requires respect for the decision making capacities of autonomous persons. 2. Nonmaleficence − A principle requiring that people not cause harm to others. 3. Beneficence − A group of principles requiring that people prevent harm, provide benefits, and balance benefits against risks and costs. 4. Justice − A group of principles requiring fair distribution of benefits, risks and costs. (p. 57) For every bioethical question, one must seek to act according to these principles. For each case there will be details, circumstances, and factors that must be taken into account. The process of applying these principles to each unique case is referred to as specification and balancing. That is, these principles in and of themselves are abstract with no particular content or concrete application. One must specify the particular context and details of a case or dillema in order to concretely apply these principles and arrive at concrete action guiding results (i.e., individuals need to know how to apply these principles to specific cases and circumstances). But secondly, the task of balancinginvolves figuring out how each of the four principles ought to be weighted in a particular case. One needs to determine which of the four principles deserves the most priority in any given case, especially in cases in which there are conflicts between the principles. Though there is disagreement and diversity about whether or not principalism is the best theory and method of addressing bioethical questions, these four pricniples and this methodology have become foundational for bioethical reflection. One common misunderstanding about these principles, and most other bioethical methodologies or theories, is that they can stand on their own and comprise a neutral or secular system of solving ethical issues. However, this is a serious misunderstanding. Though these principles describe well much of the current cultural consciousness about right and wrong (and so describe what Beauchamp and Childress call the “common morality” that all human beings ought to hold to), they do not have enough moral or concrete content on their own apart from prior assumptions and worldview considerations. Thus, one might come at the four principles from a Buddhist perspective, or an Islamic perspective, or an atheistic perspective and achieve vastly different results. The moral content and concrete application of the four principles would not simply depend on the particular details of a case, but also on the worldview from which one is approaching the moral question to begin with. The same is true of causitry as well. The point is that when one utilizes the principalist approach to bioethical dilemmas, it will always also incorporate broader worldview considerations and never be purely neutral or unbiased. The Christian Narrative While it is not possible to survey every possible religion, the description below will at least attempt to do justice to the biblical narrative and Judeo-Christian tradition. The Bible is a collection of 66 books written over thousands of years in several different languages and in different genres (e.g., historical narrative, poetry, letters, prophecy), yet there is an overarching story, or big picture, which is referred to as the Christian biblical narrative. The Christian biblical narrative is often summarized as the story of the creation, fall, redemption, and restoration of human beings (and more accurately this includes the entire created order). Concepts such as sin, righteousness, and shalom provide a framework by which the Christian worldview understands the concepts of health and disease. Briefly, consider the following summary of each of the four parts of the grand Christian story: Creation According to Christianity, the Christian God is the creator of everything that exists (Gen 1-2). There is nothing that exists that does not have God as its creator. In Christianity, there is a clear distinction between God and the creation. Creation includes anything that is not God–the universe and everything in it, including human beings. Thus, the universe itself and all human beings were created. The act of creating by God was intentional. In this original act of creation, everything exists on purpose, not accidentally or purely randomly, and it is good. When God describes his act or creating, and the creation itself as good, among other things, it not only means that it is valuable and that God cares for it, but that everything is the way it is supposed to be. There is an order to creation, so to speak, and everything is how it ought to be. This state of order and peace is described by the term “Shalom.” Yale theologian Nicholas Wolterstorff (1994) describes Shalom as, “the human being dwelling at peace in all his or her relationships: With God, with self, with fellows, with nature” (p. 251). Fall Sometime after the creation, there occurred an event in human history in which this created order was broken. In Genesis 3, the Bible describes this event as a fundamental act of disobedience to God. The disobedience of Adam and Eve is referred to as the Fall, because, among other things, it was their rejection of God’s rule over them and it resulted in a break in Shalom. According to the Bible, the Fall had universal implications. Sin entered into the world through the Fall, and with it, spiritual and physical death. This break in Shalom has affected the creation ever since; death, disease, suffering, and, most fundamentally, estrangement from God, has been characteristic of human existence. Redemption The rest of the story in the Bible after Genesis 3 is a record of humanity’s continual struggle and corruption after the Fall, and God’s plan for its redemption. This plan of redemption spans the Old and New Testaments in the Bible and culminates in the life, death, and resurrection of Jesus Christ. The climax of the Christian biblical narrative is the atoning sacrificial death of Jesus Christ, by which God makes available forgiveness and salvation by grace alone, through faith alone. The death of Christ is the means by which this estrangement caused by sin and corruption is made right. Thus, two parties, which were previously estranged, are brought into unity (i.e., “at-one-ment”). For the Christian, salvation fundamentally means the restoration of a right and proper relationship with God, which not only has consequences in the afterlife, but here and now. Restoration The final chapter of this narrative is yet to fully be realized. While God has made available a way to salvation, ultimately the end goal is the restoration of all creation to a state of Shalom. The return of Jesus, the final judgment of all people, and the restoration of all creation will inaugurate final restoration. The Christian Ethical Approach − An Outline While the principalist approach may be used by the Christian as a general methodological tool for bioethical reflection, the general contours of a Christian approach to ethics (not only bioethics) may be described as a mix of deontoogy and virtue ethics (Rae, 2009, p. 24). Given the reality that there is a God who exists and has created the world with a moral structure and and purpose, what is truly right and good is a reflection of the character and nature of the God of the Bible. The ethic that follows from the holy and loving nature of God is deontological because it will include principles and rules regarding right and wrong. These principles can be known in two main ways: in the form of divine commands, as recorded in the Bible (take for example the 10 commandments), and in the structure of the world, from which a natural law (about right and wrong, not legal matters) can be detected. The biblical ethic will also involve elements of virtue ethics. The perfect man and moral exemplar (though much more than only a man and an exemplar) in the Christian tradition is Jesus Christ himself. The Christian is to not only obey God’s commands, but to be transformed into his image. Jesus Christ is the perfect representation of such a life; Christian’s thus ought to embody the virtues and character of Jesus himself. The attaining of these virtues will not only be a matter of intellectual knowledge of right and wrong, but an active surrender and transformation by means of God’s own Holy Spirit. Furthermore, the wisdom to navigate all the complexities of ethical dillemas and apply biblical and natural law principles appropriately will be a consequence of a person’s character and the active guidance of the Holy Spirit. Worldview and the Christian Narrative The way in which Christianity will answer the seven basic worldview questions will be in the context of the above narrative. In the same vein, a Christian view of health and health care will stem from the above narrative and God’s purposes. Of course, the pinnacle of this framework is the person of Jesus Christ. Thus, for Christianity, medicine is called to serve God’s call and purposes, and everything is done in remembrance of, and in light of, Jesus’ ultimate authority and kingship. Reference Beauchamp, T. L., and DeGrazia, D. (2004). “Principles and principalism” in Philosophy and medicine vol. 78. Handbook of bioethics: Taking stock of the field from a philosophical perspective. Dordrecht: Kluwer Academic Publishers. Rae, Scott B. Moral (2009). Moral choices: An introduction to ethics. (3rd ed.). Grand Rapids, MI: Zondervan. Wolterstorff, N. (1994). “For justice in Shalom.” In W. G. Boulton, T. D. Kennedy, & A. Verhey (eds.), From Christ to the world: Introductory readings in Christian ethics. Grand Rapids, MI: Wm. B. Eerdmans Publishing Company.
Purchase answer to see full attachment

Nursing Discussion Replies

/in /by

Nursing Discussion Replies

Original Discussion Question: In order to evaluate an evidence-based practice project, it is important to be able to

ORDER A PLAGIARISM FREE PAPER NOW

determine the effectiveness of your change. Discuss one way you will be able to evaluate whether your project made a difference in practice. Peer 1 Tunesia Holiday Health professionals are expected to use current best evidence in their clinical practice. Evidence-based practice (EBP) is an approach that integrates three components in clinical decision-making: current best evidence, clinical expertise, and patient perspective (patient safety) (Gardner, Lahoz, Bond, & Levin, 2016). Evidence-based practice requires a different skill set of the researcher, namely, the ability to identify, access, appraise, and integrate research or scientific evidence into clinical decisions. Measurement is an ideal system of method to measure the extent of evaluation for research. Measurement systems support a patient safety culture. Measurement systems include several types of measures. Donabedian is known for his structure, process, and outcome measures. Additionally, there are balancing measures. These measures provide a method of assessing the impact of a process not only on the desired measure of interest, but also on other areas which may be positive or negative. In an example of each type of measure associated with a fall and injury prevention program is presented. For example, the fall prevention program could include use of sitters to monitor patients who have fallen to prevent repeat falls. The primary outcome measure is fall rate per 1000 patient days. A balancing measure might be the number and cost of sitters associated with the program or staff injury associated with trying to support patients in an assisted fall (Quigley, White, 2013). Injury analysis by severity levels enables clinical and administrative staff to profile both vulnerability of patients and effectiveness of patient safety programs. For example, if 70% of elderly patients who sustain lateral falls incur hip fractures, one might suspect a large prevalence of osteoporosis. If one unit exceeds other units on their monthly fall rates and has higher injury rates, one would target that unit for evaluation and intervention. In addition to tracking injury and injury severity rates, another performance indicator is the number of days between major injuries. Increases in the length of time between major injuries are another indicator of the effectiveness of fall reduction programs. Devices: The researcher will show video and physical demonstration to ensure the nurse and patient care technicians will know how to assemble and correctly position bed alarms with sensors and imbedded alarms. The newly imposed CareCommunications telecommunication tele sitter system will be monitored by how many falls the system prevented and how many it did not prevent for four months for moderate and high fall risk patients. Patient Acuity: Upper management is doing a better job with “screening” the patients that are allowed on the unit. For example, since late August, upper management has been vetting many patients that aren’t “traditional” med surg patients and putting them in their respective places. I’ve been monitoring patient falls during this period and patient falls before there were strict vetting of patients on the unit. Nurse to patient ratio: Although, five patients to every nurse cannot be given to every nurse that is scheduled on that day. Upper management have allowed only nurses on the first side and last side to have five patients (usually the first and last side are more acute patients because of the isolation rooms). The researcher is monitoring the falls before and after this change was implemented/ References Gardner, A., Lahoz, M. R., Bond, I., & Levin, L. (2016). Assessing the Effectiveness of an Evidence-based Practice. American journal of pharmaceutical education, 80(7), 123. Quigley, P., White, S., (2013) “Hospital-Based Fall Program Measurement and Improvement in High Reliability Organizations” OJIN: The Online Journal of Issues in Nursing Vol. 18, No. 2, Manuscript 5. Doi: 10.3912/OJIN.Vol18No02Man05 Peer 2 -Avinash Sooch In my current place of work, there is a high demand for qualified nurses, and those available to offer healthcare services are overwhelmed by a high workload. Chang, Cohen, Koethe, Smith, & Bir (2017) state that job satisfaction is a crucial factor that determines employee retention. The quality of health care services provided in the facility are gradually declining due to nurse shortage, and therefore my project focuses on addressing this issue. I attributed the shortage of nurses in my workplace to high employee turnover due to job dissatisfaction, and therefore, my project aims at utilizing three strategies to address the issue, i.e., advocating for a flexible schedule for nurses, allowing nurses to air their concerns and instituting a program that ensures long-term professional development and training (Lartey, Cummings, & Profetto-McGrath, 2013). A method that I will use to evaluate whether the project made a difference is the measurement of employee job satisfaction and turnover rate over a specific period. A study by Lartey et al. (2013) established that job satisfaction increases retention of nurses, and it is associated with schedule flexibility as well as mentorship opportunities. Reduced employee turnover within the facility will mean that the available nurses are satisfied and are willing to continue offering their services to the patients. The level of job satisfaction will be evaluated by interviewing and questioning nurse employee their level of satisfaction in the job. This evaluation will provide an overview of what nurses think about the current practices, which will be aimed at improving their working environment, and thereby meet their individual needs (Gess, Manojlovich, & Warner, 2008). The number of nurses who provide positive feedback will determine the success of the practice change. A reduced turnover rate within the facility will indicate the success of the practice change in addressing nurses’ shortage. References Chang, E., Cohen, J., Koethe, B., Smith, K., & Bir, A. (2017). Measuring job satisfaction among healthcare staff in the United States: a confirmatory factor analysis of the Satisfaction of Employees in Health Care (SEHC) survey. International Journal for Quality in Health Care, 29(2), 262-268. doi:10.1093/intqhc/mzx012 Gess, E., Manojlovich, M., & Warner, S. (2008). An Evidence-Based Protocol for Nurse Retention. JONA: The Journal of Nursing Administration, 38(10), 441-447. doi:10.1097/01.nna.0000338152.17977.ca Lartey, S., Cummings, G., & Profetto-McGrath, J. (2013). Interventions that promote retention of experienced registered nurses in health care settings: a systematic review. Journal of Nursing Management, 22(8), 1027-1041. doi:10.1111/jonm.12105 Peer 3 Kristen Bakurza The change that I propose is for patients that have been admitted into a hospital and upon discharge these patients would all get a post discharge telephone call from the nurse to ask a set of questions. One way that I will be able to evaluate if my project made a difference in practice is by keeping track of the cardiac patients specifically, that have been readmitted into a hospital and those that have not. As well as those that have received a phone call or not, for such reasons as inability to reach or receive voice mails, etc. Understandably, patients may get admitted into a hospital again for something totally different, in which this case, this would not count towards the readmission rate but would count for a new visit. If patients have been readmitted for problems related to what they were first admitted with, then this would count towards the readmission rate. Since we have a care coordinator assistant, she keeps track of all patients that have been admitted to facilities that we are affiliated with. So for nurses, having an Excel spread sheet for these rates would be an important component to evaluate whether the project makes a difference. Outcome evaluation provides long-term feedback on changes in health status, morbidity, mortality, or quality of life that can be attributed to an intervention and because it takes so long to observe effects on health outcomes and because changes in these outcomes are influenced by factors outside the scope of the intervention itself, this type of evaluation benefits from more rigorous forms of quantitative evaluation, such as experimental or quasi-experimental rather than observational study designs (Jacobs, Jones, Gabella, Spring, & Brownson, 2012). Reference Jacobs, J., Jones, E., Gabella, B., Spring, B., & Brownson, R. (2012).Tools for Implementing an Evidence-Based Approach in Public Health Practice. DOI:http://dx.doi.org/10.5888/pcd9.110324 Peer 4 Nidia Cardona The proposed practice change involved reducing the rates of hospital acquired pressure injuries (HAPIs). This will be done through several interventions that will be placed into effect. Some of the effectiveness can be seen within a three-month period but may not be completely accurate. For this reason, it may be more accurate and reliable to deduct if the interventions for the proposed changed were effective in a one-year period. Pressure injuries continue t be one of the most underrated medical problems in critically ill patients (Xiaohong, Ting, & Ailing, 2017). This study collected data for a total of two years evaluate the assessment risk tools to predict pressure injuries validate with the Braden Scale. I feel that in order to completely evaluate the effectiveness of the proposed change project an entire year will be of best interest. In order to evaluate the effectiveness, data collection through CALNOC will be needed. This form allows nurses to identify if certain criteria were met to prevent HAPIs such as some interventions that will be placed into effect on the unit. A trained wound care nurse will validate patient’s skin on a weekly basis and report out any HAPIs present or any pressure injuries that are progressing to a stage 3 or 4. The use of ongoing education and in-services will be needed as well as ensuring nurses are being proactive in regards to reducing the rates of HAPIs. A development of a HAPI on a patient is reflective of the care the patient receives. Nurses must understand that the development of a HAPI affects the patient’s health and prognosis. Reference: Xiaohong, D., Ting, Y., & Ailing, H. (2017). Predicting the risk for hospital-acquired pressure ulcers in critical care patients. Critical Care Nurse, 37(4), e1–e11. Retrieved from https://doi.org/10.4037/ccn2017548
Purchase answer to see full attachment

Health education for Diabetes population

/in /by

Health education for Diabetes population

Outline a proposal for HEALTH EDUCATION that can be used in a family-centered health promotion to address the issue for DIABETES POPULATION. Ensure your proposal is based on evidence-based practice.
cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years in public health content.

NO PLAGIARISM, APA FORMAT, 500 WORDS

ORDER A PLAGIARISM FREE PAPER NOW

Chapter 4 draft: Data Analysis

/in /by

Chapter 4 draft: Data Analysis

Details:

ORDER A PLAGIARISM FREE PAPER NOW

Once IRB approval for your Proposal is obtained, learners will commence the implementation phase of the DPI Project. For the remainder of the course, learners are expected to develop working drafts of Chapters 4 and 5 of the final DPI Project. These chapters will undergo further revision in DNP-965 with the requirement that the entire DPI Project will be submitted to the DPI Committee at the end of DNP-965.

If there is a delay in obtaining IRB approval, extensive revisions are required, or implementation issues arise that affect scheduled completion of DPI Project chapters, learners may not be able to submit DPI Project deliverables as prescribed in this course and may negotiate a progress deliverable instead. Dependent upon the development and progress status of the DPI Project at this time, students will submit one of the following options in this topic, as described below:

OPTION 1: DPI Project – Working Draft Chapter 4
OPTION 2: Negotiated Progress Deliverable
General Requirements:

For both deliverable options, use the following information to ensure successful completion of the assignment:

Remember to use the appropriate forms and templates (if required) for completing this assignment. These are available on the PI Workspace of the DC Network.
APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
OPTION 1: DPI Project – Working Draft Chapter 4:

Submission of the completed DPI Project – Working Draft Chapter 4 is the recommended deliverable to progress through the DPI Project implementation phase.

Locate the “Final DPI Project Template” in the PI Workspace area of the DC Network and utilize it to develop and submit initial and ongoing working versions of Chapter 4 of your DPI Project.
Review the rubric prior to beginning the assignment to become familiar with the expectations for

Position paper writing assignment

/in /by

Position paper writing assignment

Position Paper Written Assignment

ORDER A PLAGIARISM FREE PAPER NOW

A position paper is a document you could present to a legislator to seek support for an issue you endorse. Present your position on a current health-care issue in a one-page paper, following the assignment guidelines below. You can select your issue topic from newspapers, national news magazine articles, professional journals, or professional association literature; and this can be the topic you choose for your ethical issues debate.

Your position paper should:

Be quickly and easily understood.
Be succinct and clear.
Appear very professional with the legislator’s name and title on top and your name and your credentials at the bottom.
Condense essential information in one, single-spaced page, excluding the title and reference list pages.
Be written using correct grammar, spelling, punctuation, syntax, and APA format.
Clearly describe the issue that you are addressing in the opening paragraph.
Include 3–4 bullet points regarding why you are seeking the legislator’s vote, support, or opposition. Bullet points should be clear and concise but not repetitive and should reflect current literature that substantiates your position.
Summarize the implications for the nursing profession and/or patients.
Conclude with two recommendations that you wish to see happen related to your issue, such as a vote for or against, a change in policy, or the introduction of new legislation.
Use APA format (6th ed.), correct grammar, and references as appropriate.
The literature you cite must be from peer-reviewed journals and primary source information. You may use this paper as preliminary research for your ethical issues debate project that occurs in weeks 4-7.

Due Sunday, 11:59 p.m. (Pacific time)

Points: 150

check plagiarism for the attach

/in /by

check plagiarism for the attach

Running head: CRITIQUE OF A QUALITATIVE RESEARCH PAPER Critique of a Qualitative Research Paper Daliana Diaz

ORDER A PLAGIARISM FREE PAPER NOW

Diaz NRS-433V Instructor: Julie Marshall Nov 11, 2018 1 CRITIQUE OF A QUALITATIVE RESEARCH PAPER 2 Critique of a Qualitative Research Paper Background of the study The clinical problem that leads to the present study is the existence of persistent or chronic pain affecting multiple patients. Specifically, the study focuses on chronic musculoskeletal pain resulting from the deterioration of bones, joints, and tendons as happens in cases of osteoarthritis. In this regard, the researchers justified the significance of the study carried out by highlighting how several patients suffering from osteoarthritis and other musculoskeletal painful diseases, that result in the loss of strength and extreme, persistent pain whenever they attempt to perform any physical activity involving the affected bones and muscles (Robinson et al., 2016). In many cases, the absence of appropriate pain management and coping skills leads these type of patients to a loss of identity and a substantial reduction in their quality of life, being both easily solved through the learning of new, useful, pain coping skills. The purpose of the study carried out by Robinson et al. (2016) was thus that of evaluating whether the implementation of pain neurophysiology education (PNE) of the patients would provide them with the necessary skills to cope better with their pain levels, and help them improve their quality of life. For this purpose, the study attempted to answer the following question: “Did the implemented pain neurophysiology education contribute to alleviating the level of pain experienced by the patient?”. Both the proposed purpose and the research question are closely related to the problem, as they try to evaluate if the proposed solution would be a feasible way to address such an issue. CRITIQUE OF A QUALITATIVE RESEARCH PAPER 3 Methods of study Robinson et al. (2016) used a qualitative research design through which they addressed the previously stated research question. In this regard, they implemented a series of exercises with the patients to increase their level of coping skills, and asked them to evaluate whether they perceived if the pain neurophysiology education carried out had been effective in somehow alleviating their level of pain and improving their quality of life (Robinson et al., 2016). The selection of a qualitative research method to address this problem provides a beneficial approach considering how pain perception is highly variable, which would have difficulted the evaluation of the effectiveness of the pain neurophysiology education implemented using a quantitative method. When evaluating the previous knowledge about the topic, the authors had mainly focused on other qualitative research studies. In this analysis, the researchers assessed how the proposed PNE strategy was effective in reducing the level of fear and increasing the self-esteem of the patients by reconceptualizing the problem of pain and enabling the patients to face their pain with a more positive attitude. However, none of the research papers described seem to assess if these strategies were able to the level of pain experienced by the patient, as indicated by Robinson et al. (2016). This evaluation was thus a necessary step forward towards the evidencebased proposal of PNE strategies as adjuvant treatments in pain management. It is noteworthy how despite being a qualitative research study, most of the references are current in the sense that they had been published in the previous five years. This use of updated literature may result from the fact that the proposed pain neurophysiology education of patients CRITIQUE OF A QUALITATIVE RESEARCH PAPER 4 is a brand-new technique which has only developed in recent years as an approach to decrease the reliance of patients on analgesics. The results obtained from the literature review are still too scarce to be able to build a grounded theory upon them. In this regard, these results do not have sufficient scope to evaluate the effectiveness of PNE strategies nor do they enable the researcher to determine how the different people experience the pain, such that a logical approach towards the evaluation of the clinical efficacy of this technique had so far been impossible (Robinson et al., 2016). Results of the study According to the obtained results, eight out of the ten patients seem to have experienced a substantial improvement in their quality of life after the implementation of the PNE strategy. In this regard, the patients declared how this strategy had shown an unexpected increase in their quality of life since they commented things like “I can’t speak highly enough of what I got out of it” (Robinson et al., 2016) or confessed to being positively surprised by the experienced results. The obtained results have a very high implication to nursing practice, as they open the possibility of using alternative pain management strategies that do not involve or minimize the consumption of potent analgesics. In this regard, I expect that if confirmed in further research studies, the obtained results may contribute to revolutionizing the nursing practice, as nurses would no longer need to supply as much pain medication to patients, but would instead teach them the basics of pain neurophysiology as an effective pain management strategy without any unwanted side effects. Ethical considerations The researchers have considered all the possible ethical issues arising from the research study. In this regard, they informed the participants of the expected outcome and how they would CRITIQUE OF A QUALITATIVE RESEARCH PAPER 5 use their data in the research study and protected these participants identity by coding them throughout the research carried out. Moreover, as stated by Robinson et al. (2016), they had applied for the approval of the Health Research Authority of the National Research and Ethics Service, which granted the compliance with all possible ethical issues. Conclusions The thesis statement of the proposed research study evaluates how the implementation of effective pain management and coping therapy may contribute to decreasing the dependence on analgesics. Taking this thesis statement into account, the research study carried out by Robinson et al. (2016) evaluates the effectiveness of a pain neurophysiology education strategy in improving the quality of life and reducing the pain level of patients by providing them with the necessary pain coping skills. According to the obtained results, the pain neurophysiology education would have been not only effective, but also extraordinarily life-changing as per the comments provided by the patients, that they could hardly believe the obtained result even while experiencing it directly. However, the present study has only been carried out on a very small sample of patients. Much more research is still needed to extend its applicability and propose it as an evidence-based alternative to pain medication. If such additional investigation continues to provide such satisfactory results, the developed pain management strategy will revolutionize the nursing practice in the future. The main takeaway of the research carried out is not to take anything for granted. In this regard, the outstanding results obtained highlight how in multiple cases medical research has refrained itself by erroneously considering that a strategy would not work instead of giving it a try before discarding it. As claimed out by one of the patients that benefited from the current research, “I can’t speak highly enough of what I got out of it.” CRITIQUE OF A QUALITATIVE RESEARCH PAPER 6 Reference Robinson, V., King, R., Ryan, C. G., & Martin, D. J. (2016). A qualitative exploration of people’s experiences of Pain Neurophysiological Education for chronic pain: the importance of relevance for the individual. Manual Therapy, 22, 56–61.
Purchase answer to see full attachmen

Perception through communication

/in /by

Perception through communication

Perception of messages is not as straightforward as we need it to be, nor as easy.

ORDER A PLAGIARISM FREE PAPER NOW

How can our understanding of perception help us become more effective communicators?This is for discussion post. APA format with reference.

Discussion

Criteria

Outstanding or higher level of performance

Very good or high level of performance

Competent or satisfactory level of performance

Poor or failing or unsatisfactory level of performance

Initial Post Content

Addresses all aspects of the initial discussion question(s), applying experiences, knowledge, and understanding regarding all weeklyconcepts.

Addresses most aspects of the initial discussion question(s), applying experiences, knowledge, and understanding of most of the weeklyconcepts

Addresses some aspects of the initial discussion question(s), applying experiences, knowledge, and understanding of some of the weeklyconcepts.

Minimally addresses the initial discussion question(s) or does not address the initial question(s).

Initial Post

Evidence & Sources

Integrates evidence to support discussion from assigned readings** ORonline lessons, AND at least one outside scholarly source.*** Sources are credited.*

Integrates evidence to support discussion from assigned readings** ORonline lessons. Sources are credited.*

Integrates evidence to support discussion only from an outside source with no mention of assigned reading** or lesson. Sources are credited.*

Does not integrate any evidence.

Follow-Up Post 1

Response furthers the dialogue by providing more information and clarification, thereby adding much depth to the discussion.

Response furthers the dialogue by adding somedepth to the discussion.

Response does not further the dialogue significantly; adds little depth to the discussion.

Does not respond to another student or instructor.

Follow-Up Post 2

Response furthers the dialogue by providing more information and clarification, thereby adding much depth to the discussion.

Response furthers the dialogue by adding somedepth to the discussion.

Response does not further the dialogue significantly; adds little depth to the discussion.

Does not respond to another student or instructor.

Professional Communication

Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).

Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).

Presents information using understandable language but is somewhat disorganized (some errorsin English grammar, spelling, syntax, and punctuation).

Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).