Systems Life Cycle and the Nursing Process

Systems Life Cycle and the Nursing Process

Compare and contrast the Systems Life Cycle and the Nursing Process. How is it that these two processes are similar? Provide two references in APA format to support your posting.

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APA, No Plagarism

APA, No Plagarism

Guidance Module A Page 1 of 2 NURS4222 Healthcare Teaching Module A Guidance Prepare each Assignment

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following the Course Objectives, Grading Criteria and Grading Rubric of each module. The common thread in each module is the role of the Nurse in teaching and should be emphasized in your writings. Your opportunity to explore and expand your knowledge in analysis of your learner will increase effective communication with your current and future patients. Reference Bastable, S. (2018). Nurse as educator: Principles of teaching and learning for nursing practice 5th ed.). Sudbury, MA: Jones and Bartlett. *Note: chapters & page numbers may not be specific for your textbook edition. Refer to the index with the topic name. Review Chapters 1 – 9 to begin your literature exploration and review. Specific to your assessment — Chapter 7 Use the Grading Criteria as headings to facilitate flow of your writing (Level 1 & 2 headings per APA format). Review Module A Example. • Instructional Material Briefly written in your own words • Analysis of Readability Results written as facts from your findings (no personal thoughts) • Analysis of Suitability Results written as facts from your findings (no personal thoughts) • Critical Analysis Applied to Learner Compare your textbook material and literature review to your chosen learner. Summarize your findings in relation to your chosen learner (no personal thoughts).  Critical analysis is specific to your chosen learner, NOT on how or what you are teaching. Findings on your chosen learner prepares you for presenting to that learner in Module B.  Choose a learner to teach. The learner may be a lay person/s from 3 yrs. to whatever age and/or gender. Professionals may be RN’s, MD’s, Therapists etc. Number to teach may be 1 or any number. Length of time depends on your chosen learner (a 3 yr. old learner may tolerate less than 5 min. where 25 professionals may require an hour presentation).  Assess learning needs of your chosen learner Review the literature & your textbook for characteristics, assets, limitations, & influences of your chosen learner: How do they learn, what works best for learning, do they need someone with them to Guidance Module A Page 2 of 2 NURS4222 Healthcare Teaching assist learning, do they need assistive devices, what is their strength, how do they retain information. Age, gender, culture etc. plays a role in learning which you will need to know in order to prepare & deliver a successful presentation. For example, a class of 7 yr. olds may not remain attentive for 30 minutes with a large amt. of information presented only verbally. Professionals may lose their attention span with a frigid room & a 3 hour verbal presentation without breaks. • Submission  Review Grading Criteria and Grading Rubric before submitting. YOU MUST HAVE CITATIONS & REFERENCES for evidence based findings in order to successfully achieve course objectives.  Length of paper MUST meet module objective (
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Healthy Work Environment

Healthy Work Environment

Page 1 of 2 Module A Student Name: NURS4233 Art & Science of Nursing Healthy Work Environment Assignment 1.

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The Joint Commission has identified five categories of workplace violence. Please identify the five categories and provide an example of each. (10 points) a. b. c. d. e. 2. List three organizational factors that can lead to workplace bullying. (10 points) 3. The American Nurses Association has developed Civility Best Practices for Nurses. Please list five of the best practices. (10 points) 4. Describe in 2-3 sentences costs of incivility to an organization or hospital. (10 points) 5. Discuss how incivility in nursing and healthcare affects patient safety? (10 points) 6. Identify and describe two strategies you can implement to decrease or prevent incivility in your work environment. (10 points) 7. DESC is a component of TEAMSTEPPS and is a strategy to address incivility. Identify each component of DESC. (10 points) D: E: S: C: 8. Please list your Clark Incivility Score and what the score represents. (10 points) 9. Briefly describe any instances of incivility you have experienced or witnessed. (10 points) Page 2 of 2 Module A NURS4233 Art & Science of Nursing 10. If you could re-visit the situation described above, would you do anything differently? Discuss how one of the strategies learned in this course could have been implemented. (10 points) Issue 24 June 2016 Bullying has no place in health care Issue: Civility is a system value that improves safety in health care settings. The link between civility, workplace safety and patient care is not a new concept. The 2004 Institute of Medicine report, “Keeping Patients Safe: Transforming the Work Environment of Nurses,” emphasizes the importance of the work environment in which nurses provide care.1 Workplace incivility that is expressed as bullying behavior is at epidemic levels. A recent Occupational Safety and Health Administration (OSHA) report on workplace violence in health care highlights the magnitude of the problem: while 21 percent of registered nurses and nursing students reported being physically assaulted, over 50 percent were verbally abused (a category that included bullying) in a 12-month period. In addition, 12 percent of emergency nurses experienced physical violence, and 59 percent experienced verbal abuse during a seven-day period.2 Workplace bullying (also referred to as lateral or horizontal violence) is repeated, health-harming mistreatment of one or more persons (the targets) by one or more perpetrators.3 Bullying is abusive conduct that takes one or more of the following forms:3    Verbal abuse Threatening, intimidating or humiliating behaviors (including nonverbal) Work interference – sabotage – which prevents work from getting done3 There are five recognized categories of workplace violence:4  Threat to professional status (public humiliation)  Threat to personal standing (name calling, insults, teasing)  Isolation (withholding information)  Overwork (impossible deadlines)  Destabilization (failing to give credit where credit is due) In the scientific literature, several types of bullying have been studied: intimidation, harassment, victimization, aggression, emotional abuse, and psychological harassment or mistreatment at workplace, among others. 5 Bullying does not include illegal harassment and discrimination, and while bullying can create a hostile work environment, it is not the same as the organization allowing an illegal hostile work environment (for example, the employer tolerating inappropriate jokes). Other examples that are not bullying include setting high work standards, having differences of opinion or providing constructive feedback. The Workplace Bullying Institute estimates that 65.6 million U.S. workers are directly impacted by or have witnessed bullying. A 2014 Workplace Bullying Institute survey found that 69 percent of bullies are men and 57 percent of targets are women, and that women bullies target women in 68 percent of cases. It is more common than sexual harassment, and can be direct physical, verbal or indirect bullying (such as social isolation).4 Bullying is typically deliberate, causes negative effects on the victim, and is an attempt to control employees. Bullying is behavior that is aggressive, intentional, and frequent. Bullies tend to target employees who have inadequate support or are not able to defend themselves from the aggression. An essential component of bullying is that it is perceived as a hostile act by the target. Some examples of bullying are a manager who is never pleased with performance, gossiping or spreading rumors, intentionally excluding an employee from team meetings, being told “you are too thin skinned,” or being repeatedly called to unplanned meetings with the manager where the employee is denigrated. Factors that contribute to this problem include a culture that allows bullying (normalization of deviance), poor staffing levels, (Cont.) Legal disclaimer: This material is meant as an information piece only; it is not a standard or a Sentinel Event Alert. The intent of Quick Safety is to raise awareness and to be helpful to Joint Commission-accredited organizations. The information in this publication is derived from actual events that occur in health care. ©The Joint Commission, Division of Health Care Improvement Quick Safety Issue 24, June 2016 Page | 2 excessive workloads, power imbalances and poor management skills. Specific organizational factors that can lead to workplace bullying are role conflict and ambiguity, work overload, stress, lack of autonomy and a lack of organizational fairness.6,7 In the health care setting, 44 percent of nursing staff members have been bullied. Nurses tend to accept nurseon-nurse bullying as part of the job, particularly the new or novice nurse, thus the coining of the phrase “nurses eat their young.”8 In a study of 284 health care workers, it was found that 38 percent of U.S. health care workers reported psychological harassment.5 The most common health care settings where bullying is prevalent are behavioral health units, emergency departments and intensive care units. In long term care settings, bullying occurs more frequently during evenings and night hours. The targets of bullying are employees who are typically under 40 years old; female physicians; and unmarried, female employees with less education and who have children at home. Impact of workplace bullying The impact of bullying behaviors on the organization are lower morale, lower productivity and increased absenteeism (due to physical, psychological and emotional harm), followed by rapid and increased turnover, which compromises patient safety. Workplace bullying also leads to lawsuits, compensation for disability, loss of profits, negative impact on organizational reputation, and a corrosion of the patient to health care worker relationship. Employees, patients and families who witness behaviors that are not civil are concerned about how care can be impacted. For example, a nurse who is openly critical of another nurse, or a physician who is openly critical of a nurse. The impacts on patient and care team safety include under-reporting of safety and quality concerns, and increases in harm, errors, infections and costs. As an example, the estimated cost of replacing a nurse is $27,000 to $103,000.9 Bullying exacerbates the stress and demands of already stressful and demanding professions. Bullying contributes to burnout and drives talented and caring people out of the health professions. The kinds of improvements needed in patient safety and health care cannot be achieved if talented people are lost. Battling workplace bullying Gerry Hickson, MD, and his colleagues at Vanderbilt University Medical Center (VUMC) have recognized that a significant barrier to eliminating bullying is under-reporting of the problem by health care professionals. Dr. Hickson includes a risk event reporting system in the VUMC set of “surveillance tools.”10 A team led by Dr. Hickson is implementing a Co-Worker Observation Reporting SystemSM (CORSSM) at VUMC. The CORSSM project aims to encourage collegial respect and accountability and to couple safe, contemporaneous reporting with consistent, timely delivery of the captured stories.11 The indications are that self-reporting of unprofessional and disrespectful behaviors increases self-regulation and civility. Alan Rosenstein, a physician and leading expert in unprofessional behavior, states that, with respect to eliminating behaviors that undermine a safety culture, “The primary goal should be to improve care relationships by increasing understanding and responsiveness to individual (physician, staff, patient) needs (emotional Intelligence), provide training in diversity, stress, anger, and conflict management, improve communication and collaboration skills, and enhance an organizational culture that respects and supports physicians, staff, and patient-centered care.”12 A method used to prevent bullying of novice nurses is cognitive rehearsal. In the original 2004 study,13 26 newly licensed nurses hired by a large acute care tertiary hospital in Boston, Massachusetts, participated in an exploratory descriptive study. They were taught about lateral violence in nursing practice and the use of cognitive rehearsal techniques as a shield from the negative effects of lateral violence on learning and socialization. Knowledge of lateral violence in nursing appeared to allow newly licensed nurses to depersonalize it, thus allowing them to ask questions and continue to learn. The learned cognitive responses helped them confront the lateral violence offender. Confrontation was described as difficult, but it resulted in the Legal disclaimer: This material is meant as an information piece only; it is not a standard or a Sentinel Event Alert. The intent of Quick Safety is to raise awareness and to be helpful to Joint Commission-accredited organizations. The information in this publication is derived from actual events that occur in health care. ©The Joint Commission, Division of Health Care Improvement Quick Safety Issue 24, June 2016 Page | 3 resolution of the lateral violence behavior. Overall, the retention rate in this study population was positively affected.13 Safety Actions to Consider: In the 2013 Joint Commission publication, “Improving Patient and Worker Safety,” civility is described as a necessary precursor for a safety culture in which care teams and patients must be treated with respect. 14 Civility matters, which means behaviors that undermine a culture of safety are not tolerated. W. Edwards Deming stated that “quality is everyone’s responsibility.” Leaders especially have a critical role in battling bullying behaviors, including: Establishing a safety system and culture that does not tolerate bullying behaviors. Make this a core value of all leaders in the organization. Confronting bullies and supporting the targets of bullying.   To correct bullying behaviors that can undermine a safety culture, all health care facilities should consider taking the following specific safety actions, which are highlighted in The Joint Commission’s Sentinel Event Alert, Issue 40:15    Educate all team members on appropriate professional behaviors that are consistent with the organization’s code of conduct Hold all team members accountable for modeling desirable behaviors Develop and implement policies and procedures/processes that address: o Bullying o Reducing fear of retaliation o Responding to patients and families who witness bullying o Beginning disciplinary actions (how and when) In developing these policies and procedures, solicit input from an inter-professional team that includes representation of medical and nursing teams, administrators, and other employees.15 Resources: 1. Institute of Medicine. Keeping Patients Safe: Transforming the Work Environment of Nurses. Nov. 3, 2003 (accessed May 24, 2016) 2. Occupational Safety and Health Administration. Workplace violence in health care: Understanding the challenge. OSHA 3826, 12/2105 (accessed May 18, 2016) 3. Workplace Bullying Institute. The Healthy Workplace Campaign. Healthy Workplace Bill website (accessed May 14, 2016) 4. Rayner C and Hoel H. A summary review of literature relating to workplace bullying. Journal of Community & Applied Social Psychology, 1997;7:181-191 5. Ariza-Montes A. Workplace bullying among healthcare workers. International Journal of Environmental Research & Public Health, 2013;10:3121-3139 6. Bowling NA and Beehr TA. Workplace harassment from the victim’s perspective: A theoretical model and meta-analysis. Journal of Applied Psychology, Sept. 2006;91(5):998-1012 7. Topa G, et al. Acoso laboral: Meta-analisis y modelo intergrador de sus antecedents y consecuencias. Psicotherma, 2007;19:88-94 (English translation available online) 8. Meissner JE. Nursing, Mar. 1996;16(3):51-3 9. Li Y and Jones CB. A literature review of nursing turnover costs. Journal of Nursing Management, 2012;21(3):405-418 10. Hickson GB, et al. From front office to front line. 2nd edition. Oakbrook Terrace, Illinois: Joint Commission Resources, 2012:1-36 11. Hickson GB, et al. Using coworker observations to promote accountability for disrespectful and unsafe behaviors by physicians and advanced practice professionals. The Joint Commission Journal of Quality and Patient Safety, 2016;42:149-161 Legal disclaimer: This material is meant as an information piece only; it is not a standard or a Sentinel Event Alert. The intent of Quick Safety is to raise awareness and to be helpful to Joint Commission-accredited organizations. The information in this publication is derived from actual events that occur in health care. ©The Joint Commission, Division of Health Care Improvement Quick Safety Issue 24, June 2016 Page | 4 12. O’Donnell J and Unger L. ‘Disruptive’ doctors rattle nurses, increase safety risks. USA Today, Sept. 30, 2015 (accessed May 14, 2016) 13. Griffin M. Teaching cognitive rehearsal. Journal of Continuing Education in Nursing, Nov.-Dec. 2004;35(6):257-263. 14. The Joint Commission. Improving patient and worker safety: Opportunities for synergy, collaboration and innovation. Nov. 2012 15. The Joint Commission. Behaviors that undermine a culture of safety. Sentinel Event Alert, July 8, 2008;40 Note: This is not an all-inclusive list. Legal disclaimer: This material is meant as an information piece only; it is not a standard or a Sentinel Event Alert. The intent of Quick Safety is to raise awareness and to be helpful to Joint Commission-accredited organizations. The information in this publication is derived from actual events that occur in health care. ©The Joint Commission, Division of Health Care Improvement
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Peer Response

Peer Response

Clarissa “Clara” Barton was one of the most extraordinary women in American History. Like most women of her time,

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she began her career as a school teacher at the age of 18 (Michals, 2015). She founded a school for workers’ children at her brother’s mill at the age of 24 and then established the first free school in 1852 in Bordertown, New Jersey (Michals, 2015). in 1854, she worked as a clerk at the US Patent office in Washington, D.C., the first women ever for this position (Michals, 2015). In 1861, during the time of the Civil War, Clara Barton spent the next few years nursing wounded soldiers and providing them with needed supplies on the battlefields risking her own life (Kimball, 2016). It was during this time that she earned the nickname “angel of the battlefield” (Kimball, 2016). Her work in nursing soldiers back to health on the battlefield was a huge contribution for the war. In 1869, Clara Barton needed to regain her health and therefore traveled to Switzerland where she learned about the International Red Cross. Learning about the International Red Cross motivated Barton to bring this organization to the United States. All of her efforts and hard work to establish the American Red Cross came about on May 21, 1881 (Kimball, 2016). Barton was named President of the American Red Cross. As a result of Clara Barton’s establishment of the American Red Cross, healthcare today has continued with her contributions in providing relief for people affected by disasters. From Hurricanes to deadly mass shootings, the American Red Cross has opened their doors to provide shelters, nursing care, food, supplies, and recovery assistance for those in need. Kimball, D. (2016). Clara Barton, Humanitarian and Founder of the American Red Cross. Retrieved from http://www.amazingwomeninhistory.com/clara-barton-americanred-cross-founder. Michals, D. PhD. (2015). Clara Barton. Retrieved from http://www.womenshistory.org/education-resources/biographies/clara-barton. Grading Rubric Module A Page 1 of 3 NURS4233 Art & Science of Nursing Nursing Historical Impact Forum Criteria Expert Proficient Competent Content Information in the posting is accurate and demonstrates student learning. Information in posting is supported by evidence from a resource. Posting should be a minimum of 250 words (excluding references). Five points will be deducted for not meeting word minimum. The initial posting should discuss a leader not already selected by another student. Selection of a leader is determined by who first selected and posted their chosen leader in the forum. A 25 point deduction will be assessed if a student posts an initial posting for a leader that had been previously selected by another student. Exceeds expectations. Outstanding distinction and excellence. Meets all objectives, exceed expectation on some but not all objectives. Content meets objectives. Objectives:  Name of nurse leader  Brief biography  Motivation prompting action  Contribution to nursing/healthcare  Reflection on what has changed in current day nursing/healthcare as a result of the leader’s contributions Engagement Engages in discussion through use of thoughtful replies to the postings of other students. A minimum of one reply to a fellow student is required. “I agree” does not meet objectives. Information in posting is supported by evidence from a resource. Substantial Areas for I Some but not all objectives were met. Unsatisfactory None of the objectives were met. . . 36-40 points 32-35 points More than required number of replies to peers in a thoughtful, reflective, and respectful manner. Content of reply exceeds expectations with evidence supported information relevant to the posting. Replies to required number of peers. Reply is reflective, and respectful. Accurate and relevant information with evidence supported information relevant to the posting. 18-20 points 16-17 points 28-31 points Replies to required number of peers. Accurate and relevant information is supported with evidence relevant to the posting. Lacking reflection and personal thought. 14-15 points 24-27 points Reply incompletely meets objective. Information is not supported evidence relevant to the posting. 12-13 points 0-23 points Engagement not met; required minimum replies not completed. 0-11 points Grading Rubric Module A Evidence Ideas are supported by student-conducted search using the required number of sources. Minimum of 1 resource is required for forum posting and reply. Page 2 of 3 Number of resources exceeds minimum requirement in both initial post AND student reply. 18-20 points Scholarly Presentation Writing style allows for clear communication of thoughts through logical presentation of ideas with correct spelling, grammar, and punctuation. Thoughts are logically organized at the paragraph level without errors in spelling, grammar, or punctuation. APA Style Citations/References Posting is supported by proper citation and use of references following APA guidelines. Points will not be deducted for spacing and italics in the reference list on the discussion forum. Note: Citations should follow every sentence containing information received from another source. If citations are missing, plagiarism will be considered. APA format used for all citations and reference listings with no errors. 10 points 10 points PLAGIARISM: NURS4233 Art & Science of Nursing Number of resources exceeds requirement in the initial post OR the student reply, but not both. Utilized assigned number of resources in both initial post and student reply. 16-17 points 14-15 points 12-13 points Thoughts are logically organized at the paragraph level with no more than 3 errors in spelling, grammar, or punctuation. Thoughts are logically organized at the paragraph level with no more than 4 errors in spelling, grammar, or punctuation. Posting with no more than 5 errors in spelling, grammar, or punctuation. 9 points No more than 3 APA formatting errors noted for citation(s) and reference(s). 9 points 7-8 points 4 to 5 APA formatting errors noted for citation(s) and reference(s). 7-8 points Omitted resource in initial post OR the student reply. 5-6 points 6 to 7 APA formatting errors noted for citation(s) and reference(s). 5-6 points Resources are not used for initial post AND student reply. 0-11 points Posting contains in excess of 6 errors in spelling, grammar, or punctuation. 0-7 points More than 7 APA errors noted for citation(s) and reference(s). 0-2 points Grading Rubric Module A Page 3 of 3 NURS4233 Art & Science of Nursing Plagiarism is considered cheating and is a violation of academic integrity as outlined in the Student Handbook. Any student who plagiarizes any portion of the assignment may receive a grade of zero on the assignment. LATE ASSIGNMENTS: Unless prior faculty notification and negotiation of an extended deadline, ten points will be deducted per day if submitted late. Assignment will not be accepted if submitted more than 3 days late and assigned grade will be 0 (zero).
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Analyze the health status of a specific minority group.

Analyze the health status of a specific minority group.

Introduction Students of Grand Canyon University (GCU) are required to use the guidelines provided by the

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Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. GCU has made APA templates and other resources available within the Student Success Center; therefore, students are not required to purchase the APA manual. PLEASE NOTE: The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format when preparing written work for class. APA Format and Style General Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use APA style for all references, in-text citations, formatting, etc. Write in first- and second-person sparingly, if ever. This means, avoid using I, we, and you; instead, use he, she, and they. Do not use contractions. Paper Format • Use standard-sized paper of 8.5″ x 11″. • Margins should be 1″ all around (top, bottom, left, right). • Use Times New Roman 12-point font. • For emphasis, use italics (not quotation marks, bold, etc.). • Double-space. • Align the text flush left. Organization The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment. Title Page The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers. Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right. To format your running head and page numbers in Microsoft Word 2010, click InsertHeader Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. After the title, tab over till the cursor is at the right margin, highlight the space, and click InsertPage Number and select Current PositionPlain Number. Abstract The abstract covers the main points of the paper and is not always required in a GCU writing assignment. Read the assignment instructions carefully to determine whether the assignment requires an abstract or not. • Abstract is page 2 of the assignment. • The word Abstract should be centered at the top of the page. • As per GCU policy, the abstract should not exceed 120 words. • Do not indent the abstract paragraph. Body The body will contain all of the author’s main points as well as detailed and documented support for those ideas. • The body begins on its own page. • The title of the paper should be centered at the top of the first page of the body, in initial caps. • The introduction follows the title, but is not labeled. • Use headings to separate sections of the paper, but none of the sections should start their own page. The first level of heading is centered and bolded with each word of four letters or more capitalized (see template for an example). The second level of heading (subheading) is flush left and bolded, with each word of four letters or more capitalized. Note that not all papers will have headings or subheadings in them. APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. References The references page will contain a list of all sources actually cited in the paper. • This should start its own page. • The word References, though not in italics, is centered at the top of the page. • Include all, any, and only sources that were actually cited in the paper. • Arrange the sources in alphabetical order using the authors’ last names. Style, Punctuation, and Mechanics Numbers • Use numerals for numbers 10 and above (12 of the subjects); for numbers above and below 10 grouped for comparison (2 of 16 responses); for numbers representing times, dates, measurements, and ages (2-year-olds, 2 hr 15 min); for statistics and percentages (multiplied by 5, 5% of the sample); and for numbers denoting a specific place in a series, book, or table (Table 3, Group 3, page 32). • Spell out numbers below 10 that do not represent precise measurements (eight items, nine pages); for numbers beginning a sentence, title, or heading (Forty-eight people responded. Ten subjects improved.); for common fractions (one fifth of the class); and for approximations of numbers of days, months, and years (about three months ago). Acronyms An acronym uses the first letter of each word in a name or title. • Acronyms must be spelled out completely on initial appearance in text. The abbreviation or acronym should appear in parentheses after that initial spelling out. Example: The No Child Left Behind Act (NCLB) had a profound impact on public education in the United States. The NCLB was an initiative of President George W. Bush in 2002. Spelling and Word Usage Use Merriam-Webster’s Collegiate Dictionary as a default for spelling words. The dictionary can also be used as a resource for hyphenation, capitalization, etc. In-Text Punctuation • According to the American Psychological Association (APA), one space after terminal punctuation is considered correct for papers submitted for a grade. • Use ellipses when omitting material within a quote. • Place a comma after the penultimate word in a series. For example: Your books, ball, and bat are under the bed. • If a compound word is not in Merriam-Webster’s Collegiate Dictionary, use hyphens for clarity rather than omit them. • Hyphenate compound adjectives that precede the noun they modify, except when the first word of the compound is an adverb ending in -ly. For example: role-playing technique, twoway analysis, middle-class families, widely used method • Do not hyphenate a compound adjective if its meaning is established or it cannot be misread. For example: grade point average, health care management • See page 98 of the APA Manual for further rules on hyphenation. Initial Capitalization • Capitalize all words of four or more letters in titles (books, articles, etc.) used in text. This rule does not apply within the References section, except for the titles of periodicals. • Capitalize proper nouns and names. In-Text Citations In-text citations are used in the body of a paper to show which sources a student used for particular material. When you use material from a source, you need to document that source by using a citation and reference note. All quotations, paraphrases, and summaries must be referenced. Using material from a source without citing that source is considered plagiarism; please reference GCU’s policy on Plagiarism in the University Policy Handbook. Citation Rules • In-text citations should note the author information, plus the publication year. • For a work by one author, cite last name followed by year on every reference. This citation can be placed at the end of the sentence, or it can be incorporated into the grammatical structure of the sentence. Examples: Researchers have concluded that food and comfortable setting were more important than games available to most students (Liu, 1999). According to Liu (1999), researchers have concluded that food and comfortable setting were more important than games available to most students. • For a work by two authors, cite both last names followed by year on every reference. Examples: (Walker & Allen, 2004) According to Walker and Allen (2004)… • For a work by three to five authors, cite all last names followed by year on first reference, and the first author’s last name followed by et al. and year upon subsequent references. Examples: (Bradley, Ramirez, Soo, & Walsh, 2006) (Bradley et al., 2006) • For a work by six or more authors, cite last name of the first author followed by et al. and the year on all references. Examples: (Wasserstein et al., 2005) According to Wasserstein et al. (2005)… • If no author exists for the source, use the first few words of the title. Example: Students were more concerned about having a place to socialize with other students than about all-out competition (“Philosophy and the Science,” 2001). • When referencing the Bible, cite the book, chapter number, and verse number(s) (starting and ending). The first time the Bible is cited in the paper, also include the version used. This system of citation for the Bible is sufficient and requires no reference note for the Bible on the References page. Examples: • • Citing the Bible, first reference: Use book, chapter, verse, and version (Luke 2:16-20 King James Version). • Citing the Bible, subsequent references: Use only book, chapter, and verse (Luke 2:1620). If the material is a direct quote, the page or paragraph number of the source should immediately follow. Examples: “Ethics examines moral values and the standards of ethical behavior” (Ornstein et al., 2008, p. 162). Basu and Jones (2007) went so far as to suggest the need for a new “intellectual framework in which to consider the nature and form of regulation in cyberspace” (para. 4). • Quotations with 40 or more words should be in block format. • Omit the encompassing quotation marks. • Start a block quote on a new line. • Indent the entire block 0.5 inches from the left margin (in the same position as a new paragraph) • Additional paragraphs within a block quote should have the first line indented an additional 0.5 inches. • The in-text citation for a block quote is placed outside the final punctuation for the quote. • Double space. Sample Paragraph With In-Text Citations Liu and Berry (1999) conducted a survey of college campuses to determine the best design for a student lounge. They concluded that food and comfortable seating were more important than games available to most students. Students were more concerned about having a place to socialize with other students than about all-out competition. In fact, they continue, arcade games could be a turn-off for some students because they did not want to compete with the noise to talk. These same students said that they would prefer to have a place where they could study and casually socialize at the same time, so seating, lighting, and noise level were all crucial. (Liu & Berry, 1999, p. 14) This study and others (Wendell, 1978; Hartford, Herriford, & Hampshire, 2001; Johnson et al., 2004) confirm that while having activities is important, students are more drawn to comfortable multi-purpose environments. In-Text Citation Examples Book Reference: Ellis, D. (2006). Becoming a master student. Boston, MA: Houghton Mifflin Company. With a direct quote: Ellis (2006) notes that “creative thinking is more appropriate in the early stages of planning and problem solving” (p. 223). Without a direct quote: It may be more appropriate to think creatively during earlier planning and problem-solving stages (Ellis, 2006). APA References The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. Your references should begin on a new page separate from the text of the essay; label this page References (with no quotation marks, underlining, etc.), centered at the top of the page. The References page should be double-spaced just like the rest of your essay. • All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation. • Invert all authors’ names; give surnames and initials for up to and including seven authors (e.g., Author, A. A., Author B. B., Author, C. C.). When authors number eight or more, include the first six authors’ names, then insert three ellipses, and add the last author’s name. Example: Gilber, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C., Asgaard, G., … Botros, N. (2004). Effects of quitting smoking on EEG activation and attention. Nicotine and Tobacco Research, 6, 249-267. doi:10.1080/14622200410001676305 • In reference notes for journal articles, include both the volume and issue numbers if each issue of the journal is paginated separately (i.e., beings with page 1). If the journal paginates continuously throughout the volume, then use only the volume number in the reference note. • Reference list entries should be alphabetized by the last name of the first author of each work. • If you have more than one article by the same author, single-author references or multipleauthor references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest. • When referring to any work that is NOT a journal—such as a book, article, or Web page title—capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word. Reference Examples: Books, Reference Books, and Book Chapters Entire Book — Print Version Format: Author, A. A. (Year). Title of work. Location: Publisher. Example: Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin. Electronic Version of a Print Book Format: Author, A. A., & Author, B. B. (Year). Title of work. Retrieved from http://www.xxxxx Example: Shotton, M.A. (1989). Computer addiction? A study of computer dependency [DX Reader version]. Retrieved from http://www.ebookstore.tandf.co.uk/html/index.asp Format: Author, A. A. (Year). Title of work. doi:xxxx Example: Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide to healing, recovery, and growth [Adobe Digital Editions version]. doi:10.1036/0071393722 Electronic-Only Book Format: Author, A. A. (Year). Title of work. Retrieved from http://www.xxxxx Example: O’Keefe, E. (n.d.). Egoism and the crisis in Western values. Retrieved from http://www.onlineoriginals.com/showitem.asp?itemID=135 Edited Book Format: Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher. Example: Feldman, P. R. (Ed.). (1997). British women poets of the romantic era. Baltimore, MD: Johns Hopkins University. Chapter in a Book Format (Print): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher. Example (Print): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). New York, NY: Guilford Press. Format (Online): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxx Example (Online): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). Retrieved from http://www.science.com/ Philosophy and the science.pdf Format (Online with DOI): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). doi:xxxxxxx Example (Online with DOI): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). doi:10.1037/10762000 Multiple Editions of a Book Format: Author, A. A. (Year). Title of work (xx ed.). Location: Publisher. Example: Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A primer with exercises (4th ed.). Boston, MA: Allyn & Bacon. Entry in an Online Reference Work — Byline Available Format: Author, A. A. (Year). Entry title. In B. B. Editor (Ed.), Title of reference work (xx ed.). Retrieved from http://www.xxxxx Example: Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Fall 2007 ed.). Retrieved from http://plato.stanford.edu/entries/ behaviorism Entry in an Online Reference Work — No Byline Available Format: Entry title. (Year). In Title of reference work (xx ed.). Retrieved from http://www.xxxx Example: Heuristic. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://www.m-w.com/dictionary/heuristic Entry in Reference Work — No Byline Format: Entry title. (Year). In A. Editor (Ed.), Title of reference work (xx ed., Vol. xx, pp. xxx-xxx). Location: Publisher. Example: Heuristic. (2007). In J. Smith (Ed.), The book of words (7th ed., Vol 3, pp. 65-66). New York, NY: Jones and Lawrence. Book Written and Published by Organization Format: Organization Name. (Year). Title of work. Location: Publisher. Example: American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. Note that the organization is both the publisher and the author, so the word “Author” is noted in place of the publisher’s name. The Holy Bible The Bible does not need to be listed on the reference page, but it does need to be cited intext. (Refer to in-text citation rule.) Reference Examples: Periodicals Journal Article With DOI Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. doi:xxxxxx Example: Kalpič, B., & Bernus, P. (2006). Business process modeling through the knowledge management perspective. Journal of Knowledge Management, 10(3), 40-56. doi:10.1108/13673270610670849 Journal Article Without DOI and Retrieved From Internet Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Retrieved from http://www.xxxxxxxx Example: Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate between perceived early parental love and adult happiness. E-Journal of Applied Psychology, 2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap Journal Article Without DOI and Retrieved From Print Version Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Example: Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican immigration in the United States and its implications for local law enforcement. Law Enforcement Executive Forum Journal, 8(1), 73-82. Article in a Magazine — Print Format: Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue), xxx-xxx. Example: Mehta, P. B. (1998, June). Exploding myths. New Republic, 290(25), 17-19. Article in a Magazine — Online Format: Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue). Retrieved from http://www.homepage Example: Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology, 39(6). Retrieved from http://www.apa.org/monitor Article in a Newspaper — Print Format: Author, A. A. (Year, Month Day). Article title. Newspaper Title, pp. xx, xx. Example: Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4. Article in Newspaper — Online Format: Author, A. A. (Year, Month Day). Article title. Newspaper Title. Retrieved from http://www.homepage.com Example: Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York Times. Retrieved from http://www.nytimes.com Report from University or Government Organization, Corporate Author Format: Organization name. (Year). Title of report (Publication No. xx). Retrieved from http://www.xxxx Example: U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/health/prof/asthma/asth_sch.pdf Authored Report from Nongovernmental Organization Format: Author, A. A., & Author, B. B. (Year). Title of report (Research Report No. xxx). Retrieved from Agency name website: http://www.xxxxxxxxx Example: Kessy, S. S. A., & Urio, F. M. (2006). The contribution of microfinance institutions to poverty reduction in Tanzania (Research Report No. 06.3). Retrieved from Research on Poverty Alleviation website: http://www.repoa.or.tz/documents_storage/Publications/Reports/06.3_Kessy_and_Uri o.pdf Web Pages The basic format for referencing Web pages is as follows: Format: Author, A. A. (year). Title of work [format description]. Retrieved from http://URL. Note: The format description in brackets is used when the format is something out of the ordinary, such as a blog post or lecture notes. For other examples of format descriptions, refer to page 186 of the Publication Manual. If no date is given for the work, use (n.d.). Examples: Author Known Landis, B. (1996). Carlisle Indian Industrial School history. Retrieved from http://home.epix.net/~landis/histry.html Author Unknown TCA Abu Dhabi launches new Global Destination campaign. (2016, November 1). Retrieved from http://www.uaeinteract.com/news/default3.asp?ID=20 Note: Use the article title or Web page title as the first element of the citation if the author is unavailable. When discussing an entire website (as opposed to a specific page on the website), an entry does not appear in the reference list, but is cited within text as shown in the following sample sentence: The International Council of Museums website provides many links to museums, codes of ethics, and the museum profession (http://www.icom.org/).
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GCU NURS 6050 Week 2 Healthcare Reform & Population Health Concern Worksheet

GCU NURS 6050 Week 2 Healthcare Reform & Population Health Concern Worksheet

-Identify a population health concern

-Describe the Population Health concern you selected and the factors that contribute to it.

Describe the administrative agenda focus related to this issue for the current and two previous presidents.

– Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.

Explain how each of the presidential administrations approached the issue. GCU NURS 6050 Week 2 Healthcare Reform & Population Health Concern Worksheet

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Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2

 

Part 1: Agenda Comparison Grid

 

Use this Agenda Comparison Grid to document information about the population health/healthcare issue your selected and the presidential agendas. By completing this grid, you will develop a more in depth understanding of your selected issue and how you might position it politically based on the presidential agendas. GCU NURS 6050 Week 2 Healthcare Reform & Population Health Concern Worksheet

 

You will use the information in the Part 1: Agenda Comparison Grid to complete the remaining Part 2 and Part 3 of your Assignment.

 

 

Identify the Population Health concern you selected.   

 

Describe the Population Health concern you selected and the factors that contribute to it.  

 

 

Administration (President Name) President Trump President Obama President Bush
Describe the administrative agenda focus related to this issue for the current and two previous presidents.  

 

 

 

 

 

 

 

 

 

Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue. GCU NURS 6050 Week 2 Healthcare Reform & Population Health Concern Worksheet  

 

 

 

 

 

 

 

 

Explain how each of the presidential administrations approached the issue. GCU NURS 6050 Week 2 Healthcare Reform & Population Health Concern Worksheet  

 

 

 

 

 

 

 

 

 

 

Part 2: Agenda Comparison Grid Analysis

 

Using the information you recorded in Part 1: Agenda Comparison Grid, complete the following to document information about the population health/healthcare issue your selected

 

Administration (President Name) President Trump President Obama President Bush
Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected? 

 

 

 

 

 

 

 

How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there? GCU NURS 6050 Week 2 Healthcare Reform & Population Health Concern Worksheet
Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

 

Narrative with the Facts

 

 

 

WU NURS 6050 Week 1 Discussion Policy and Advocacy for Improving Population Health

WU NURS 6050 Week 1 Discussion Policy and Advocacy for Improving Population Health

NURS 6050 Policy and Advocacy for Improving Population Health

Discussion – Week 1

Top of Form “

Presidential Agendas”

Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items. WU NURS 6050 Week 1 Discussion

Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently? WU NURS 6050 Week 1 Discussion Policy and Advocacy for Improving Population Health

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To Prepare:

  • Review the Resources and reflect on the importance of agenda setting.
  • Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.

 

By Day 3 of Week 1

Post your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

Required Readings

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses” (pp. 11–13 only)
  • Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp. 17–36)
  • Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 171–180)
  • Chapter 12, “An Insider’s Guide to Engaging in Policy Activities”
  • “Creating a Fact Sheet” (pp. 217-221)

DeMarco, R., & Tufts, K. A. (2014). The mechanics of writing a policy brief. Nursing Outlook, 62(3), 219–224. doi:10.1016/j.outlook.2014.04.002. WU NURS 6050 Week 1 Discussion Policy and Advocacy for Improving Population Health

 

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

Kingdon, J. W. (2001). A model of agenda-setting, with applications. Law Review, M.S.U.-D.C.L., 2(331).

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

Lamb, G., Newhouse, R., Beverly, C., Toney, D. A., Cropley, S., Weaver, C. A., Kurtzman, E., … Peterson, C. (2015). Policy agenda for nurse-led care coordination. Nursing Outlook, 63(4), 521–530. doi:10.1016/j.outlook.2015.06.003

 

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

O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and participation of nurse practitioners. Policy, Politics, and Nursing Practice, 18(3), 135–148. doi:10.1177/1527154417728514

 

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

Institute of Medicine (US) Committee on Enhancing Environmental Health Content in Nursing Practice, Pope, A. M., Snyder, M. A., & Mood, L. H. (Eds.). (n.d.). Nursing health, & environment: Strengthening the relationship to improve the public’s health. Retrieved September 20, 2018.

USA.gov. (n.d.). A-Z index of U.S. government departments and agencies. Retrieved September 20, 2018, from https://www.usa.gov/federal-agencies/a

USA.gov. (n.d.). Executive departments. Retrieved September 20, 2018, from https://www.usa.gov/executive-departments

The White House. (n.d.). The cabinet. Retrieved September 20, 2018, from https://www.whitehouse.gov/the-trump-administration/the-cabinet/

USA.gov. (n.d.). Executive departments. Retrieved September 20, 2018, from https://www.usa.gov/executive-departments

The White House. (n.d.). The cabinet. Retrieved September 20, 2018, from https://www.whitehouse.gov/the-trump-administration/the-cabinet/

Walden University NURS 6600 Capstone Week 7 Practicum

Walden University NURS 6600 Capstone Week 7 Practicum

Journal Entry 2

This week, you complete and submit your second journal entry. Your journal draws from evidence, concepts, and/or theories you have examined in this program, especially those related to your specialization. What have you observed during your Practicum Experience that you would like to analyze through your journal writing?

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To prepare:
  • Reflect on your Practicum Experiences in Weeks 4-7.
  • Think about the evidence, concepts, and/or theories (evidence) learned throughout this program and your specialization.
  • Analyze a problem, issue, or situation that you have observed during your Practicum Experience.
  • Using a minimum of three peer-reviewed sources of evidence, consider what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from the scholarly literature.
  • Determine how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence.
  • Given the various evidence-based approaches that can be used in handling the observed problem, situation, or issue, think about a plan for approaching the matter differently. Walden University NURS 6600 Capstone Week 7 Practicum

To complete the Practicum and Journal Entry 2:

In your saved version of the NURS 6600 Practicum Journal document, do the following:

  • Write a 250- to 300-word journal entry for each week (identified as Journal Entry 2/ week 4, week 5, week 6) total of 750-900 words in which you do the following:
    • Weekly journal entry with a focus on the role of leaders in COVID-19 disaster situations globally and at their place of employment. Using no fewer than three peer-reviewed sources of evidence for each week, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories. Give special attention to observed events that vary from scholarly literature.
    • Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence.
    • Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently.
    • Include references immediately following the content.
    • Use APA style for your journal entry and references. Walden University NURS 6600 Capstone Week 7 Practicum

 

NURS 6600: Capstone Synthesis Practicum Journal

NURS 6600 Practicum Experience Journal

 You must submit a journal entry in each assigned week, even if you are not on-site that week. If you are not on-site for a week in which a journal entry is due, reflect on experiences from any of the previous weeks of this course. Journal entries are due in Weeks 3, 7, and 11. Place the references for each week’s entry immediately after that week’s content. Remember to use APA style when writing your journal entries and listing references.

Begin each journal entry on a new page. The template has a “new page” command inserted before each weekly label. Be sure to delete any blank pages that appear between the weekly entries. Note: This document will serve as a cumulative journal. For each submission, you will add to the document so it contains all of your journal entries.

Journal Entries

  • Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page) (10 points)
  • Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points)
  • Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points)
  • Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (30 points)
  • Include references immediately following the content.
  • Use APA style for your journal entry and references.

Note that Faculty may deduct up to 20 points for writing style issues/errors and/or citation- or reference-related APA errors.

Practicum Experience Journal Entries NURS 6600

 

Week 7 Journal

 

Week 4

 

Introduction and purpose of the paper statement

 

 

Issue
  • Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page) (10 points)

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Review of the Literature

  • Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points)

 

How the Situation was Handled Consistent and Inconsistent with the Literature

  • Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points) …this section should focus on the review of literature in the previous literature reviewed and describe what was consistent and inconsistent. Walden University NURS 6600 Capstone Week 7 Practicum

 

Formulate a Plan based on Evidence Based Approach

 

  • Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (30 points) 15 points… this section is to be a plan that is formulated based on the evidence reviewed.

References

  • Use APA style for your journal entry and 3 references.

Week 5

Introduction and purpose of the paper statement

Issue
  • Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page) (10 points)

Review of the Literature

  • Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points) Walden University NURS 6600 Capstone Week 7 Practicum 

How the Situation was Handled Consistent and Inconsistent with the Literature

  • Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points) …this section should focus on the review of literature in the previous literature reviewed and describe what was consistent and inconsistent.

 

Formulate a Plan based on Evidence Based Approach

 

  • Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (30 points) 15 points… this section is to be a plan that is formulated based on the evidence reviewed.

References

  • Use APA style for your journal entry and 3 references.

Week 6

Introduction and purpose of the paper statement

Issue
  • Describe a problem, issue, or situation that you have observed during your Practicum Experience (no more than a half page) (10 points)

Review of the Literature

  • Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points)

How the Situation was Handled Consistent and Inconsistent with the Literature

  • Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points) …this section should focus on the review of literature in the previous literature reviewed and describe what was consistent and inconsistent.

 

Formulate a Plan based on Evidence Based Approach

 

  • Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (30 points) 15 points… this section is to be a plan that is formulated based on the evidence reviewed. Walden University NURS 6600 Capstone Week 7 Practicum

NUR4827 Discussion: Characteristics of an Organization

NUR4827 Discussion: Characteristics of an Organization

Large…small…
Urban…rural…
For profit…non–profit…
Acute care…primary care
Teaching organization…research facility

Myriad characteristics influence the experiences of patients, nurses, and others in any health care setting. In addition to the factors noted above, the mission, vision, and values that guide an organization, as well as an institution’s commitments to patient care, teaching, and/or research, warrant significant consideration. NUR4827 Discussion: Characteristics of an Organization

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As a nurse leader–manager, it is helpful to look at all of these aspects, especially as they relate to strategic planning and the sustainability of the organization. To that end, for this Discussion you compare multiple aspects of two organizations and consider the implications for nursing. In addition, you will apply a Strategic Planning tool, such as SWOT or Balanced Scorecard, or Six Sigma principles to establish one realistic goal or objective consistent with the mission of the organization. NUR4827 Discussion: Characteristics of an Organization

To Prepare

  • Review the information in the Learning Resources regarding strategic planning; types of organizations; organizational commitments to patient care, teaching, and/or research; and the mission, vision, and values of organizations.
  • Using the Internet, research various health care organizations (including those with which you are already familiar) that differ in focus, commitment, and mission, vision, and values. For the purposes of this Discussion, select two organizations with significant differences.
  • Compare information about the two organizations. Based on the information presented in the Learning Resources, how do they differ?
  • What are some possible implications of these differences for various stakeholders (e.g., nursing administration, patients, and community)? What does this mean for nursing’s role within each organization?
  • Identify a goal or objective based on a strategic planning tool, such as SWOT or Balanced Scorecard, or Six Sigma consistent with the mission of the organization.

Resources

Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

Note: This textbook is also used in NURS 6053 and NURS 6241

  • Chapter 7, “Operational Planning”
  • Chapter 12, “Organizational Structure”

 

Read a sample of articles from the following resources. Choose at least one that focuses on Balanced Scorecard or SWOT. You might also want to explore the concepts of Lean operation and Six Sigma.

 

Abraham, M., & Moretz, J. (2012). Implementing patient– and family–centered care: Part I–Understanding the challenges. Pediatric Nursing, 38(1), 44–47.
Retrieved from the Walden Library databases. NUR4827 Discussion: Characteristics of an Organization

 

Daly, R. (2014). Building blocks for organizational change. Healthcare Financial Management: Journal of the Healthcare Financial Management Association68(5), 68–73.
Retrieved from the Walden Library databases.

 

Davis, P., Milne, B., Parker, K., Hider, P., Lay–Yee, R., Cumming, J., and Graham, P. (2013). Efficiency, effectiveness, equity (E3). Evaluating hospital performance in three dimensions. Health Policy, 112, 19–27.
Retrieved from 
http://dx.doi.org/10.1016/j.healthpol.2013.02.008

 

Gittner, L.S.,Husaini, B.A., Hull, P.C., Emerson, J.S., Tropez–Sims, S. Reece, M., Zoorah, R. and Levine, R.S. (2015). Use of Six Sigma for eliminating missed opportunities for prevention services.Journal of Nursing Care Quality. DOI: 10.1097/NCQ.0000000000000113.
Retrieved from the Walden Library databases.

 

Gleich, S.J.M., Nemergut, M.E., Stans, A.A., Haile, D.T., Feigal, S.A., Heinrich, A.L.,Bosley, C.L., Wardand, J.W., and Tripathi, S.. (2015). Lean Six Sigma handoff process between operating room and pediatric ICU: improvement in patient safety, efficiency and effectiveness. Critical Care 2015, 19 (Suppl 1): P523. DOI:10.1186/cc14603
Retrieved from 
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC447279…

 

Hwa, M., Sharpe, B., and Wachter, R., (2013). Development and implementation of a balanced scorecard in an academic hospitalist group. Journal of Hospital Medicine, 8(3). DOI: 10.1002/jhm.2006
Copyright 2013 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center. NUR4827 Discussion: Characteristics of an Organization

 

McHugh, M. D., Kelly, L.A., Smith, H.L., Wu, E.S., Vanak, J.M., and Aiken, L.H. (2013). Lower Mortality in Magnet Hospitals. Med Care, 51(5), 382–388. DOI:10.1097/MLR.0b013e3182726cc5Copyright 2013 by Llippincott Williams & Wilkins – Journals. Reprinted by permission of Llippincott Williams & Wilkins – Journals via the Copyright Clearance Center.

 

Ng, G., Leung, G., Johston, J., and Cowling, B. (2013). Factors affecting implementation of accreditation programmes and the impact of the accreditation process on quality improvement in hospitals: a SWOT analysis. Hong Kong Medical Journal, 19, 434–46. DOI: 10.12809/hkmj134063
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Week 5 Patient’s Spiritual Needs: Case Analysis

Week 5 Patient’s Spiritual Needs: Case Analysis

In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.

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Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.

  1. In 200-250 words, respond to the following:      Should the physician allow Mike to continue making decisions that seem to      him to be irrational and harmful to James, or would that mean a disrespect      of a patient’s autonomy? Explain your rationale.
  2. In 400-450 words, respond to the following: How      ought the Christian think about sickness and health? How should a      Christian think about medical intervention? What should Mike as a      Christian do? How should he reason about trusting God and treating James      in relation to what is truly honoring the principles of beneficence and non-maleficence in James’s care?
  3. In 200-250 words, respond to the following: How      would a spiritual needs assessment help the physician assist Mike      determine appropriate interventions for James and for his family or others      involved in his care? Week 5 Patient’s Spiritual Needs: Case Analysis

Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and 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. Week 5 Patient’s Spiritual Needs: Case Analysis

This assignment uses a rubric. You are required to submit this assignment to LopesWrite.

Rubric:

1. Decisions that need to be made by the physician and the father are analyzed from both perspectives with a deep understanding of the complexity of the principle of autonomy. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 20%

2. Decisions that need to be made by the physician and the father are analyzed with deep understanding of the complexity of the Christian perspective, as well as with the principles of beneficence and non-maleficence. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 20%

3. How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed with a deep understanding of the connection between a spiritual needs assessment and providing appropriate interventions. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. 30%

4. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 7%

5. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 8%

6. Writer is clearly in command of standard, written, academic English. 5%

7. All format elements are correct. 5%

8. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 5%

There are three different parts to this paper:

· Part one deals with Mike’s decision-making capabilities. 

· Part two deals with how to think issues related to sickness and health.

· Part three deals with a spiritual assessment. Week 5 Patient’s Spiritual Needs: Case Analysis. Week 5 Patient’s Spiritual Needs: Case Analysis