CLC – Leadership Styles And Nursing

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CLC – Leadership Styles And Nursing

The purpose of this assignment is to assess leadership styles, traits, and practices as a nursing professional, establish the importance of effective interprofessional communication as a leader in nursing, and to explore the role of servant leadership in nursing practice.

Create 3 slide PowerPoint presentation with speaker notes. Add an additional slide for references at the end of your presentation.

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Include the following in your presentation:

1. Compare the personal leadership styles of your group members, including commonalities between group members’ strengths and weaknesses. (Coaching/Commanding Leadership, Stephanie: Democratic/Participative Leadership​, Robert: Delegating/”Laissez Faire”  ​, Liliana: Strategic/Problem-solving Leadership​. (1 slide)

2. Discuss what leadership traits and styles are necessary to be an effective communicator. Explain the importance of leaders adapting communication approaches when working interprofessionally (across ancillary departments, vendors, community members). (2 slides)

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. (1 slide)

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. CLC – Leadership Styles And Nursing

Lab Assignment: Assessing The Abdomen

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Lab Assignment: Assessing The Abdomen

A woman went to the emergency room for severe abdominal cramping. She was diagnosed with diverticulitis; however, as a precaution, the doctor ordered a CT scan. The CT scan revealed a growth on the pancreas, which turned out to be pancreatic cancer—the real cause of the cramping.

Because of a high potential for misdiagnosis, determining the precise cause of abdominal pain can be time consuming and challenging. By analyzing case studies of abnormal abdominal findings, nurses can prepare themselves to better diagnose conditions in the abdomen.

In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions. Lab Assignment: Assessing The Abdomen

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To Prepare

Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.

· With regard to the Episodic note case study provided:

o Review this week’s Learning Resources, and consider the insights they provide about the case study.

o Consider what history would be necessary to collect from the patient in the case study.

o Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

o Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Assignment

1. Analyze the subjective portion of the note. List additional information that should be included in the documentation.

2. Analyze the objective portion of the note. List additional information that should be included in the documentation.

3. Is the assessment supported by the subjective and objective information? Why or why not?

4. What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?

5. Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.

 

Remember you MUST complete a FULL abdominal exam.

Please write this up as a narrative so that you are able to correctly explain your analysis.

REQUIRED READINGS

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 6, “Vital Signs and Pain Assessment”

This chapter describes the experience of pain and its causes. The authors also describe the process of pain assessment.

Chapter 18, “Abdomen”

In this chapter, the authors summarize the anatomy and physiology of the abdomen. The authors also explain how to conduct an assessment of the abdomen. Lab Assignment: Assessing The Abdomen

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 3, “Abdominal Pain”

This chapter outlines how to collect a focused history on abdominal pain. This is followed by what to look for in a physical examination in order to make an accurate diagnosis.

Chapter 10, “Constipation”

The focus of this chapter is on identifying the causes of constipation through taking a focused history, conducting physical examinations, and performing laboratory tests.

Chapter 12, “Diarrhea”

In this chapter, the authors focus on diagnosing the cause of diarrhea. The chapter includes questions to ask patients about the condition, things to look for in a physical exam, and suggested laboratory or diagnostic studies to perform.

Chapter 29, “Rectal Pain, Itching, and Bleeding”

This chapter focuses on how to diagnose rectal bleeding and pain. It includes a table containing possible diagnoses, the accompanying physical signs, and suggested diagnostic studies.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.

Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.

These sections below explain the procedural knowledge needed to perform gastrointestinal procedures.

Chapter 107, “X-Ray Interpretation: Chest (pp. 480–487)

Chapter 115, “X-Ray Interpretation of Abdomen” (pp. 514–520)

Note: Download this Student Checklist and Abdomen Key Points to use during your practice abdominal examination.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.

Week 6: Assessment of the Abdomen and
Gastrointestinal System
ABDOMINAL ASSESSMENT
Subjective:
• CC: “My stomach hurts, I have diarrhea and nothing seems to help.”
• HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started
3 days ago. He has not taken any medications because he did not know what to
take. He states the pain is a 5/10 today but has been as much as 9/10 when it
first started. He has been able to eat, with some nausea afterwards.
• PMH: HTN, Diabetes, hx of GI bleed 4 years ago
• Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10
units qhs. Lab Assignment: Assessing The Abdomen
• Allergies: NKDA
• FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN,
Hyperlipidemia, GERD
• Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
Objective:
• VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs
• Heart: RRR, no murmurs
• Lungs: CTA, chest wall symmetrical
• Skin: Intact without lesions, no urticaria
• Abd: soft, hyperactive bowel sounds, pos pain in the LLQ
• Diagnostics: None
Assessment:
• Left lower quadrant pain
• Gastroenteritis
PLAN: This section is not required for the assignments in this course (NURS 6512) but
will be required for future courses. Lab Assignment: Assessing The Abdomen

Pathophysiological Concepts To A Child Presenting With Dermatological Dysfunction (Urticaria)

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Pathophysiological Concepts To A Child Presenting With Dermatological Dysfunction (Urticaria)

A 12-year-old boy is brought to the office for evaluation of hives. He has no significant past medical history and no history of allergies. He has just joined the middle school soccer team and noticed that he gets hives about 10 minutes into practice. The hives are itchy and consist of irregular blotches on his legs and trunk, about 10–20 cm in size, and they persist for about 30 minutes. He does not experience swelling of the lips or oropharynx and denies any wheezing or shortness of breath. His physical examination is normal without skin lesions or oral swelling at that moment, and his lungs are clear. After evaluation, he is diagnosed with urticaria.  Pathophysiological Concepts To A Child Presenting With Dermatological Dysfunction (Urticaria)

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  1. Discuss   A 12-year-old boy is brought to the office for evaluation of hives. He has no significant past medical history and no history of allergies. He has just joined the middle school soccer team and noticed that he gets hives about 10 minutes into practice. The hives are itchy and consist of irregular blotches on his legs and trunk, about 10–20 cm in size, and they persist for about 30 minutes. He does not experience swelling of the lips or oropharynx and denies any wheezing or shortness of breath. His physical examination is normal without skin lesions or oral swelling at that moment, and his lungs are clear. After evaluation, he is diagnosed with urticaria.
  2. Discuss the likely cause of the patient’s urticaria.
  3. Describe the cellular mechanism of urticaria and how it leads to the signs and symptoms experienced by the patient. 
  4. Describe the relationship between the patient’s symptoms and the concept of inflammation. 
  5. What pharmacological and non-pharmacologic treatment options are available?  
  6. Discuss the complications of urticaria. 
  7. What teaching would be appropriate to provide the parent and child about urticaria? 
  8. Support your response with at least one current evidence based resource the likely cause of the patient’s urticaria.  Pathophysiological Concepts To A Child Presenting With Dermatological Dysfunction (Urticaria)
  9. Describe the cellular mechanism of urticaria and how it leads to the signs and symptoms experienced by the patient.  
  10. Describe the relationship between the patient’s symptoms and the concept of inflammation. 
  11. What pharmacological and  non-pharmacologic treatment options are available?  
  12. Discuss the complications of  urticaria.  
  13. What teaching would be appropriate to  provide the parent and child about urticaria? 
  14. Support  your response with at least one current evidence  based resource  and non-pharmacologic

NR 507 – Week 6 Discussion

 

Purpose

The purpose of this discussion is to apply pathophysiological concepts to a child presenting with dermatological dysfunction (urticaria). Related concepts will also be applied that includes alterations in immunity/inflammation, fluid and electrolytes, acid/base balance and pulmonary function.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  1. Explore age-specific and developmental alterations in the cardiovascular system. (CO 3, 1)
  2. Relate pathophysiological alterations in cardiovascular processes to the development, diagnosis and treatment of heart failure. (CO 4, 2)
  3. Examine current evidence to support the management of patients who present with alterations in the cardiovascular system. (CO 5, 3)

 

Total Points Possible:  100 points

Requirements:

A 12-year-old boy is brought to the office for evaluation of hives. He has no significant past medical history and no history of allergies. He has just joined the middle school soccer team and noticed that he gets hives about 10 minutes into practice. The hives are itchy and consist of irregular blotches on his legs and trunk, about 10–20 cm in size, and they persist for about 30 minutes. He does not experience swelling of the lips or oropharynx and denies any wheezing or shortness of breath. His physical examination is normal without skin lesions or oral swelling at that moment, and his lungs are clear. After evaluation, he is diagnosed with urticaria.

  1. Discuss the likely cause of the patient’s urticaria.
  2. Describe the cellular mechanism of urticaria and how it leads to the signs and symptoms experienced by the patient. 
  3. Describe the relationship between the patient’s symptoms and the concept of inflammation. 
  4. What pharmacological and non-pharmacologic treatment options are available?  
  5. Discuss the complications of urticaria. 
  6. What teaching would be appropriate to provide the parent and child about urticaria? 
  7. Support your response with at least one current evidence based resource . Pathophysiological Concepts To A Child Presenting With Dermatological Dysfunction (Urticaria)

 

DISCUSSION CONTENT
Category Points % Description
Application of Course Knowledge 30 30%
  1. Posts make direct reference to concepts discussed in the lesson or drawn from relevant, evidence based outside sources, AND
  2. Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic.
  3. Applies concepts to personal experience in the professional setting and or relevant application to real life, AND
  4. Decisions are well supported with evidence-based arguments that are in-line with the scenario; AND
  5. Proper rationale and reasoning skills are demonstrated; AND
  6. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic
Support From Evidence Based Practice 30 30%
  1. Discussion post is supported with appropriate, scholarly sources; AND
  2. Sources are published within the last 5 years (unless it is the most current clinical practice guideline (CPG); AND
  3. Reference list is provided and in-text citations match; AND
  4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Interactive Dialogue 30 30%
  1. Student provides a substantive* response to at least two topic-related posts of a peer; AND
  2. Evidence from appropriate scholarly sources are included; AND
  3. Reference list is provided and in-text citations match; AND
  4. Student responds to all direct faculty questions OR if student was not asked a direct question, student responds to either a 3rd peer post or a faculty question directed towards another student

(*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response
  90 90% Total CONTENT Points= 90 pts
DISCUSSION FORMAT
Category Points % Description
Grammar, Syntax, Spelling, & Punctuation

 

 10 10% Grammar, spelling, and/or punctuation are accurate, or with zero to one error.

Direct quotes in discussions are limited to one short quotation (not to exceed 15 words). The quote adds substantively to the discussion.

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.  Pathophysiological Concepts To A Child Presenting With Dermatological Dysfunction (Urticaria)
  10 10% Total FORMAT Points= 10 pts
      DISCUSSION TOTAL=100 points

 

 

Nursing FNP – Marginalized Women And Childbearing Families Assignment

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Nursing FNP – Marginalized Women And Childbearing Families Assignment

Week 8: Marginalized Women and Childbearing Families

 

Assignment Guidelines with Scoring Rubric

Purpose

The purpose of this assignment is to provide the student with an opportunity to explore the concept of marginalization and how it impacts the healthcare of women and childbearing families.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Articulate understanding of marginalization through current article appraisal. (CO5)
  2. Devise actions to mitigate social impacts to marginalized women and childbearing families. (CO5)
  3. Appraise the role of policy in the marginalization of women and childbearing families. (CO5) Nursing FNP – Marginalized Women And Childbearing Families Assignment

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Requirements:

  1. Read the following article, which can be found in the Chamberlain library: Prodan‐Bhalla, N., & Browne, A. J. (2019).  Exploring women’s health care experiences through an equity lens:  Findings from a community clinic serving marginalised women. Journal of clinical nursing, 28(19-20), 3459-3469. https://doi.org/10.1111/jocn.14937

Discussion Questions:

  1. As an advanced practice nurse, what are three actions you can take to mitigate social impacts to marginalized women?
  2. What role does policy at either government, state, or local level play in the marginalization of women and child bearing families?
  3. Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level).
  4. Discuss how policy impacts marginalized groups either positively or negatively.
Discussion Guiding Principles

The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that  empowers them to organize, integrate, apply and critically appraise  their knowledge to their selected field of practice. The use of  discussions provides students with opportunities to contribute  level-appropriate knowledge and experience to the topic in a safe,  caring, and fluid environment that models professional and social  interaction. The ebb and flow of a discussion is based upon the  composition of student and faculty interaction in the quest for relevant  scholarship. Participation in the discussion generates opportunities  for students to actively engage in the written ideas of others by  carefully reading, researching, reflecting, and responding to the  contributions of their peers and course faculty. Discussions foster the  development of members into a community of learners as they share ideas  and inquiries, consider perspectives that may be different from their  own, and integrate knowledge from other disciplines. Nursing FNP – Marginalized Women And Childbearing Families Assignment

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct  quotes in discussions are to be limited to one short quotation (not to  exceed 15 words). The quote must add substantively to the discussion.  Points will be deducted under the grammar, syntax, APA category.

**To see view the grading criteria/rubric, please click on the 3 dots  in the box at the end of the solid gray bar above the discussion board  title and then Show Rubric.  Nursing FNP – Marginalized Women And Childbearing Families Assignment

Validity Of Qualitative And Quantitative Evidence

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Validity Of Qualitative And Quantitative Evidence

Purpose

The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.

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Course outcomes: Thisassignmentenablesthestudenttomeetthefollowingcourseoutcomes.

CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)

CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6)

CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)

CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8) Validity Of Qualitative And Quantitative Evidence

 

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

Total points possible: 240 points

Preparing the assignment (Online Students Only)

  1. Follow these guidelines when completing this online Speak with your faculty member if you have questions.
    1. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing
    2. Each student will contribute two to three slides for the group
    3. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if

 

Preparing the assignment (Campus Students Only)

  1. Follow these guidelines when completing this on-campus Speak with your faculty member if you have questions.
    1. Each group will have 15 minutes to present on their
    2. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing
    3. Each student will have an opportunity to present (speak).
    4. Each student will contribute two to three slides for the group
    5. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if
  2. Include the following sections: (
    1. Content ([All Students] 125 points/52%)
      • Identification of problem and impact on nursing
      • Clearly describe the research process, including what went well, barriers encountered, and what is still
      • Correlates research findings to identified clinical
      • Summarizes validity of qualitative and quantitative
      • Findings are clearly
      • Recommends practice change with measurable outcomes and addresses feasibility
      • Suggestions for
      • Conclusion of content. Validity Of Qualitative And Quantitative Evidence
    2. Delivery (40 points/17%)

(Online Students Only)

  • Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission
  • Evidence of participation by all group

(Campus Students Only)

  • Follows guidelines for a professional PowerPoint
  • Verbal delivery with good volume, pitch, and inflection for all group
  • Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group
  • All group members effectively use notes and do not read from
  • Participation by all group
  1. Slide Presentation ([All Students] 60 points/25% distributed as shown)
    • Title slide including group members
    • Introductory slide with the clinical problem
    • Additional slides illustrating key points
    • Conclusion slide
    • Reference slide in current APA format
    • Effective balance of color, graphics, words, and space
    • Slide limit: 10–12, inclusive of introduction and references

***Optional handouts may be included to provide information for the audience to keep.

  1. Peer Evaluation ([All Students] 15 points/6%)
    • Completed peer evaluation with respectful and constructive
    • Equal work: Did equal share of
    • Teamwork: Took the initiative in helping get the group
    • Communication: Provided ideas for the development of the
    • Team membership skills: Assisted group
    • Time: Met all deadlines.

 

For writing assistance, visit the Writing Center.

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

 

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

Assignment Section and Required Criteria

(Points possible/% of total points available)

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

(125 points/52%)

 125 points 110 points 100 points 50 points 0 points
Required criteria

1.       Identification of problem and impact on nursing practice.

2.       Clearly describe the research process, including what went well, barriers encountered, and what is still needed. Validity Of Qualitative And Quantitative Evidence

3.       Correlates research findings to identified clinical issue.

4.       Summarizes validity of qualitative and quantitative evidence.

5.       Findings are clearly identified.

6.       Recommends practice change with measurable outcomes and addresses feasibility issues.

7.       Suggestions for implementation.

8.       Conclusion of content findings.

 Includes 8 requirements for section. Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 or less requirements for section. No requirements for this section presented.
Delivery

(40 points/17%)

 40 points 35 points 25 points 12 points 0 points
Required criteria (Online Students Only)

1.       Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process.

2.       Evidence of participation by all group members.

(Campus Students Only)

1.       Follows guidelines for a professional PowerPoint presentation.

2.       Verbal delivery with good volume, pitch, and inflection for all group members.

3.       Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members.

4.       All group members effectively use notes and do not read from slides.

5.        Participation by all group members.

 Includes 2 requirements for section. (online)

 

 

 

 

 

 

Includes 5 requirements for section. (campus)

  

N/A

 

 

 

 

 

 

 

Includes 4 requirements for section. (campus)

 Includes 1 requirement for section. (online)

 

 

 

 

 

Includes 3 requirements for section. (campus)

  

N/A

 

 

 

 

 

 

 

Includes 2 or less requirements for section. (campus)

 No requirements for this section presented. (online)

 

 

 

 

 

No requirements for section presented. (campus)

 

Assignment Section and Required Criteria

(Points possible/% of total points available)

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

(60 points/25%)

 60 points 53 points 47 points 23 points 0 points
Required criteria

1.       Title slide including group members

2.       Introductory slide with the clinical problem

3.       Additional slides illustrating key points

4.       Conclusion slide

5.       Reference slide in current APA format

6.       Effective balance of color, graphics, words, and space

7.       Slide limit: 10–12, inclusive of introduction and references

***Optional handouts may be included to provide information for the audience to keep.

 Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 or less requirements for section. No requirements for this section presented.
Peer Evaluation

(15 points/6%)

 15 points 13 points 11 points 6 points 0 points
1.       Completed peer evaluation with respectful and constructive feedback.

2.       Equal work: Did equal share of work.

3.       Teamwork: Took the initiative in helping get the group organized.

4.       Communication: Provided ideas for the development of the presentation.

5.       Team membership skills: Assisted group members.

6.       Time: Met all deadlines. Validity Of Qualitative And Quantitative Evidence

 Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 requirements for section. Includes 3 or less requirements for section. No requirements for this section presented.
Total Points Possible = 240 points

 

Nursing homework help

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It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

Classroom Participation

Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however should be correlated to the literature.

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All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above. Nursing homework help

Initial Response

Instructions:

During this unit you have had the opportunity to explore historical, ongoing, and contemporary issues of ethical and professional consequence. For the discussion this week, you may select either one of the issues presented in the course or a different issue which is nationally or globally relevant, and which in your opinion has become divisive in terms of public opinion. Respond to the following prompts/questions.

  • Introduce your issue to include the origin, relevance, and current state of your issue both within the United States and globally.
  • Describe your personal view regarding the issue and defend your view with evidence or personal experience.
  • What additional information do you believe needs to be shared with the public to better inform and align stakeholders on the issue?
  • What do you believe is the biggest roadblock to achieving public consensus regarding the issue?

Please be sure to validate your opinions and ideas with citations and references in APA format.

Your initial response is due by Wednesday at 11:59 pm CT.

Estimated time to complete: 2 hours. Nursing homework help

 

 

Interdisciplinary Care Assignment

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Interdisciplinary Care Assignment

NR341/342 Complex Adult Health
RUA Interdisciplinary Management of Healthcare Technology Guidelines
NR341/342 RUA Interdisciplinary Guidelines V4 Revised: 11/6//2020 1
Purpose
This purpose of this assignment is for the student to present a complete picture of interdisciplinary care using specific
therapeutic modalities in the care of a complex adult health client. The student will demonstrate clinical reasoning skills
and will discuss interdisciplinary care that had been incorporated and/or anticipated using a healthcare technology or
therapeutic modality for the care of the complex health client.
Course outcomes: This assignment enables the student to meet the following course outcomes:
1. Provide patient and family centered nursing care to adults with complex health needs using theories and principles
of nursing and related disciplines. (PO 1)
2. Initiate the use of appropriate resources in direct care responsibilities within complex adult health situations. (PO 2)
3. Demonstrate effective therapeutic communication and relationship skills in family centered nursing care to adults
with complex health needs. (PO 3)
4. Demonstrate effective clinical decision making based on critical thinking skills and legal, ethical, and professional
standards and principles when caring for patients and families with complex adult health needs. (POs 4 and 6)
5. Implement a plan of care for continued personal, professional, and educational development related to nursing
practice with complex adult health situations. (PO 5)
7. Use evidence including research findings from nursing and related disciplines to answer clinical questions related to
nursing care of patients with complex adult health needs. (PO 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment. Interdisciplinary Care Assignment
Total points possible: 100 points

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Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1) Choose a therapeutic modality or healthcare technology.
2) Examples of a therapeutic modality include Extracorporeal Membrane Oxygenation, Automatic rotating pronation
beds, right and/or left ventricular assist devices, nontraditional ventilator modes.
3) Examples of healthcare technology can include regional O2 saturation monitoring (NIRS).
4) Refer to your faculty member if your selection requires prior approval.
5) Write a 4-5 page paper (not including the title page or reference page) using APA format.
6) For APA, formatting, or grammar assistance visit the APA Citation and Writing page in the online library.
7) Include the following sections (detailed criteria listed below and in the Grading Rubric):
a. Introduction – 5 points/5%
• The chosen therapeutic modality or healthcare technology meets one of the following criteria:
o Has been introduced recently at the bedside for care of the complex adult patient.
o Is a non-traditional modality for very ill patients in special circumstances.
o Is being used in a new way to treat a patient with complex needs.
o Requires specific training above and beyond general entry-level nursing education.
• Introduce the therapeutic modality or healthcare technology.
2
NR341 Complex Adult Health
RUA Interdisciplinary Management of Healthcare Technology Guidelines
NR341/342 RUA Interdisciplinary Guidelines V4 Revised: 11/6/2020 2
• Name the therapeutic modality or healthcare technology.
• A brief fictional case is used to illustrate the therapeutic modality or healthcare technology.
b. Explanation and Background– 15 points/15%
• Include a clear description of the therapeutic modality or healthcare technology.
• Discuss how the therapeutic modality or healthcare technology works.
• Describe the patient population it is used for.
• Include medication, safety, and cost considerations as applicable.
c. Risks and Benefits– 15 points/15%
• Describe how the therapeutic modality or healthcare technology can benefit the patient.
• Discuss ways to promote positive outcomes. Interdisciplinary Care Assignment
• Explain the complications that may arise.
• Discuss considerations for preventing complications.
d. Interdisciplinary team’s Roles and Responsibilities– 20 points/20%
• Identify all interdisciplinary team members caring for the patient, such as respiratory therapy, assistive
personnel, providers, case managers, clinical nurse specialists, and researchers.
• Describe the roles and responsibilities of each member of the healthcare team that is involved in the use
of the therapeutic modality or healthcare technology.
• Discuss the roles and responsibilities of the nurse as a member of the interdisciplinary team caring for the
patient.
e. Nursing Scope of Practice – 15 points/15%
• Discuss the knowledge needed for the Registered Nurse to provide care for the patient using the
therapeutic modality or healthcare technology.
• Describe skills needed for the Registered Nurse to provide care for the patient using therapeutic modality
or healthcare technology.
• Discuss attitudes needed for the Registered Nurse to provide care for the patient using therapeutic
modality or healthcare technology.
f. Patient Education – 20 points/20%
• Describe the information to be taught to the patient and/or family.
• Discuss how information will be taught.
• Explain how the effectiveness of the teaching will be evaluated.
g. Conclusion – 5 points/5%
• Provide a summary of the paper.
• No new information is introduced.
• Include additional resources for further learning.
h. APA Style and Organization – 5 points/5%
• References are submitted with paper.
• Uses current APA format and is free of errors.
• Grammar and mechanics are free of errors.
• At least three (3), nursing, scholarly, peer reviewed, primary sources from the last 5 years, excluding the
textbook, are provided.
Please note that your instructor may provide you with additional assessments in any form to determine that you fully
understand the concepts learned.
NR341 Complex Adult Health
RUA Interdisciplinary Management of Healthcare Technology Guidelines
NR341/342 RUA Interdisciplinary Guidelines V4 Revised: 11/6/2020 3
Grading Rubric
Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.
Assignment Section and
Required Criteria
(Points possible/% of total points available)
Highest Level of
Performance
High Level of
Performance
Satisfactory Level
of Performance
Unsatisfactory
Level of
Performance
Section not
present in paper

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Introduction
(5 points/5%) 5 points 4 points 3 points 2 points 0 points
Required criteria
1. The chosen therapeutic modality or healthcare
technology meets one of the following criteria:
• Has been introduced recently at the bedside
for care of the complex adult patient.
• Is a non-traditional modality for very ill
patients in special circumstances.
• Is being used in a new way to treat a patient
with complex needs.
• Requires specific training above and beyond
general entry-level nursing education.
2. Introduce the therapeutic modality or healthcare
technology.
3. Name the therapeutic modality or healthcare
technology.
4. A brief fictional case is used to illustrate the
therapeutic modality or healthcare technology.
Includes no fewer
than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no less than
2 requirements for
section.
Includes no less than
1 requirement for
section.
No requirements for
this section
presented.
Explanation and Background
(15 points/15%) 15 points 13 points 11 points 6 points 0 points
Required criteria
1. Include a clear description of the therapeutic
modality or healthcare technology.
2. Discuss how the therapeutic modality or healthcare
technology works.
3. Describe the patient population it is used for.
4. Include medication, safety, and cost considerations as
applicable.
Includes no fewer
than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no fewer
than 2 requirements
for section.
Includes no less than
1 requirement for
section.
No requirements for
this section
presented.
NR341 Complex Adult Health
RUA Interdisciplinary Management of Healthcare Technology Guidelines
NR341/342 RUA Interdisciplinary Guidelines V4 Revised: 11/6/2020 4
Risks and Benefits
(15 points/15%) 15 points 13 points 11 points 6 points 0 points
Required criteria
1. Describe how the therapeutic modality or healthcare
technology can benefit the patient.
2. Discuss ways to promote positive outcomes.
3. Explain the complications that may arise.
4. Discuss considerations for preventing complications.
Includes no fewer
than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no less than
2 requirements for
section.
Includes no less than
1 requirement for
section.
No requirements for
this section
presented.
Interdisciplinary Team’s
Roles and Responsibilities
(20 points/20%)
20 points 18 points 16 points 8 points 0 points
Required criteria
1. Identify all interdisciplinary team members caring for
the patient, such as respiratory therapy, assistive
personnel, providers, case managers, clinical nurse
specialists, and researchers.
2. Describe the roles and responsibilities of each
member of the healthcare team that is involved in
the use of the therapeutic modality or healthcare
technology.
3. Discuss the roles and responsibilities of the nurse as
a member of the interdisciplinary team caring for the
patient.
4. Discuss one challenge in working with an
interdisciplinary team.
Includes no fewer
than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no less than
2 requirements for
section.
Includes no less than
1 requirement for
section.
No requirements for
this section
presented.
Nursing Scope of Practice
(15 points/15%) 15 points 13 points 6 points 0 points
Required criteria
1. Discuss the knowledge needed for the Registered
Nurse to provide care for the patient using the
therapeutic modality or healthcare technology.
2. Describe skills needed for the Registered Nurse to
provide care for the patient using therapeutic
modality or healthcare technology. Interdisciplinary Care Assignment
3. Discuss attitudes needed for the Registered Nurse to
Includes no fewer than 3 requirements for
section.
Includes no fewer
than 2 requirements
for section.
Includes no less
than 1 requirement
for section.
No requirements
for this section
presented.
NR341 Complex Adult Health
RUA Interdisciplinary Management of Healthcare Technology Guidelines
NR341/342 RUA Interdisciplinary Guidelines V4 Revised: 11/6/2020 5
provide care for the patient using therapeutic
modality or healthcare technology.
Patient Education
(20 points/20%) 20 points 18 points 16 points 8 points 0 points
Required criteria
1. Describe the information to be taught to the patient
and/or family.
2. Discuss how information will be taught.
3. Discuss potential cultural considerations to teaching
4. Explain how the effectiveness of the teaching will be
evaluated.
Includes no fewer
than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no less than
2 requirements for
section.
Includes no less than
1 requirement for
section.
No requirements
were met for this
section.
Conclusion
(5 points/5%) 5 points 4 points 3 points 2 points 0 points
Required criteria
1. Provide a summary of the paper.
2. No new information is introduced.
3. Include additional resources for further learning.
Includes no fewer than 3 requirements for
section.
Includes no fewer
than 2 requirements
for section.
Includes no less than
1 requirement for
section.
No requirements for
this section
presented.
APA Style and Organization
(5 points/5%) 5 points 4 points 3 points 2 points 0 points
Required criteria
1. References are submitted with paper.
2. Uses current APA format and is free of errors.
3. Grammar and mechanics are free of errors.
4. At least three (3), nursing, scholarly, peer
reviewed, primary sources from the last 5 years,
excluding the textbook, are provided.
Includes no fewer
than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no less
than 2 requirements
for section.
Includes no less
than 1 requirement
for section.
No requirements
for this section
presented.
Total Points Possible = 100 points. Interdisciplinary Care Assignment

Artificial Intelligence or Smart Medical Devices

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Artificial Intelligence or Smart Medical Devices

please follow the rubic below

Introduction & Assessment of need for technology• Include thesis statement • Introduction of topic, utilizing research and citing sources. Include thesis statement. • Why is this new technology important in your setting? • What variables might play a role in the need for this technology? • What are the implications for nurses, individuals, the community, and the healthcare system if this new technology is implemented? If it is not implemented? Include both economic and health costs.

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Plan and implementation of plan for use of technology• Should have Measurable goals – ex- a 10% reduction in time spent on task X, versus “reduced time spent on task X” • How will you measure? • In what population will you apply the plan? • When would you measure to see if the plan was effective? • What is your solution and why do you believe it would be effective? Cite sources to support your claims. • Note any perceived barriers to change. • Teaching-learning strategies to show others how to use the new technology • How would you gain any needed funding, community support, supplies? • Be concrete about where, with what population, and when you would present this information and implement the change • How would you implement the plan? For example, if you are doing a teach, would you use a PowerPoint? • What barriers to you anticipate and how would you overcome them? Artificial Intelligence or Smart Medical Devices

Evaluation of the plan• What information would tell you that the plan is successful? • Would you continue to monitor the success of the plan? If so, at what intervals? • What would need to be in place for the plan to continue to succeed? • How would you know if you needed to make changes? • Can you find any sources that propose an alternate solution?

Conclusion• Your recommendations for change • A summary of why the issue is important • Implications for the future: additional research needed? If so, what kind? Additional funding needed? Changes in practice needed?
APA format, at least 3 references. Two must be nursing journal articles within the last five years.All areas listed above must have their own section heading • All headings, citations, and references must be correctly formatted •

Write this 5 pages. Artificial Intelligence or Smart Medical Devices

Assessment of the Cardiac System Assignment

/in /by

Assessment of the Cardiac System Assignment

You will perform a history of a cardiac problem that your instructor has provided you or one that you have experienced, and you will perform a cardiac assessment. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the drop box provided.

Cardiac System Assignment

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.)  Assessment of the Cardiac System Assignment

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Title:

Documentation of problem based assessment of the cardiac system.

 

Purpose of Assignment:

Learning the required components of documenting a problem based subjective and objective assessment of cardiac system. Identify abnormal findings.

 

Course Competency:

Select appropriate physical examination skills for the cardiovascular and peripheral vascular systems.

 

Instructions:

 

Content:  Use of three sections:

  • Subjective
  • Objective
  • Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.

 

Format:

  • Standard American English (correct grammar, punctuation, etc.)

Resources:

Chapter 5: SOAP Notes: The subjective and objective portion only

Sullivan, D. D. (2012). Guide to clinical documentation.  [E-Book]. Retrieved fromhttp://ezproxy.rasmussen.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=495456&site=eds-live&ebv=EB&ppid=pp_91 >

 

Smith, L. S. (2001, September). Documentation do’s and don’ts. Nursing, 31(9), 30. Retrieved from http://ezproxy.rasmussen.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107055742&site=eds-live >

 

Documentation Grading Rubric- 10 possible points

Levels of Achievement
Criteria Emerging Competence Proficiency Mastery
Subjective

(4 Pts)

 Missing components such as biographic data, medications, or allergies. Symptoms analysis is incomplete. May contain objective data. Assessment of the Cardiac System Assignment

 

 Basic biographic data provided. Medications and allergies included. Symptoms analysis incomplete. Lacking detail. No objective data. Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Lacking detail. No objective data. Information is solely what “client” provided. Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Detailed. No objective data. Information is solely what “client” provided.
Points: 1 Points:  2 Points: 3 Points: 4
Objective

(4 Pts)

 Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”,
“okay”, and “good”.

 

 Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”.  Contains all objective information. May have signs of bias or explanation of findings. Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”.  No bias or explanation for findings evident Contains all objective information Includes all components of assessment for particular system. Detailed information provided.  Avoided use of words such as “normal”, “appropriate”, or “good”.  No bias or explanation for findings evident. All objective information
Points: 1 Points: 2 Points: 3 Points: 4
Actual or     Potential Risk Factors

(2 pts)

 

 Lists one to two actual or potential risk factors for the client based on the assessment findings with no description or reason for selection of them. Failure to provide any potential or actual risk factors will result in zero points for this criterion. Assessment of the Cardiac System Assignment Brief description of one or two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Limited description of two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Comprehensive, detailed description of two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Points: 0.5 Points: 1 Points: 1.5 Points: 2

 

NUR 427 Diabetes Case Study

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NUR 427 Diabetes Case Study

Assignment: Diabetes Case Study

Read about Angelo Reyes or Jenna Riley in The Neighborhood-Pearson Health Science tab (found in the ‘Materials’ section of the online classroom).

Refer to my Disease Case Study grading criteria rubric (I have posted this in the Course Materials forum). All criteria on this rubric must be satisfactorily met to receive full credit for this assignment.

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Write a 700 to 1,050-word paper focusing on the case study of either Angelo Reyes or Jenna Riley in The Neighborhood. Your paper must include the following:

An introduction

An overview of the incidence of diabetes in the United States

The typical presenting signs and symptoms of diabetes

The potential chronic effects of diabetes on the body

The teaching requirements for Angelo or Jenna with two measurable learning objectives from each of the domains

The psychosocial challenges that Angelo Reyes or Jenna Riley may encounter

A summary

At least five references-only one of these references can be a website. I expect the other references to be from your course material readings (Larsen, Redman, and/or Sommers) or from scholarly journals.

Format your paper consistent with APA guidelines.