Capella University Formaldehyde Environmental Toxins Paper

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Capella University Formaldehyde Environmental Toxins Paper

Hey Robert, thanks for helping me out the last one was beyond excellent the professor could not find not one thing

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wrong with the paper. Again, I’m putting the scoring guide at the end of the question. I need to score “basic” or above nothing in “non-performance”.

Overview
Write a 3–4-page analysis on the impact of a selected toxin on human health.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 2: Analyze the impact of contaminants in the environment to human health.
Analyze the impact of a toxic substance on human health.
Analyze possible sources of exposure to a toxic substance.
Analyze what happens when a toxin enters the environment.
Analyze the persistency of a specific toxic substance.
Analyze government recommendations for a specific toxic substance.
Context
Toxins are substances that can harm a living organism. When air, water, or soil is contaminated by toxins, it can lead to serious health problems. The Assessment 2 Context document provides a brief overview of topics related to toxicity. You may wish to review this document for key concepts and ideas related to this assessment
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
What is the role of an environmental health professional?
How do professionals define risks associated with environmental toxins?
What is an example of one technique people use to detoxify the body? Have you, or would you, use such a technique?
How has the federal government made recommendations to protect human health?
What is the role of the Consumer Product Safety Commission regarding product safety?
What is the role of OSHA regarding workplace safety?
Is your own workplace proactive when it comes to hazards?
In what ways are you, or could you, become proactive in reducing your own occupational hazards?
What are some ways occupational physical, biological, or chemical hazards could be decreased?
What are the perceived risks of nanotechnology?
How do the views of upstream scientists differ from downstream scientists, with respect to new technology like nanotechnology?
What are the differences in scientific approaches to risk assessment?
Resources
SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
CDC. (2014). Agency for toxic substances and disease registry. Retrieved from http://www.atsdr.cdc.gov/
United States Department of Labor. (2014). Occupational Safety and Health Administration – OSHA. Retrieved from https://www.osha.gov/
Assessment Instructions
The purpose of this assessment is for you to learn how to summarize and critically evaluate a scientific paper on environmental toxins.To begin, choose a toxin to research. Note: The CDC Web site and other materials listed in the Resources should provide you with a starting point in selecting a toxin.Then, select at least two peer-reviewed articles about your chosen toxin to read carefully. Craft a 3–4-page analysis of the toxin’s impact on human health based on what you have learned. Address the following in your analysis:
Highlight the main points presented in the articles you read. What message are the authors trying to convey about that toxin?
Describe the possible sources of human exposure to this toxin, and analyze their risk.
Analyze what happens when this toxin enters the environment.
Analyze the persistency of this toxin.
Analyze the federal government’s recommendations for protecting human health from this toxin.
Describe what other sources of information say about these toxins.
Identify any discrepancies you found in your research.
If the authors have different perspectives, how might these differing views affect environmental health?
Your analysis should follow a logical structure and be evidence based. Use the MEAL Plan to help guide the organization of your analysis:
Main Idea: Present the main point or idea that you are making about the environmental toxin you studied.
Evidence: What does the research say? Support your statements with evidence from your research and personal experience.
Analysis: Summarize main ideas from articles related to the points outlined for this assessment. Compare and contrast the ideas of the authors of the two articles. Identify those ideas and facts that relate directly or indirectly to your main point. Make explicit links between source articles, your personal experience, and your current analysis.
Link: Integrate and combine information from the source articles and your personal experience to your main point or idea.
ADDITIONAL REQUIREMENTS
Use the APA Paper Template (linked in the Resources under the Required Resources heading) to format your analysis.
Written Communication: Written communication should be free of errors that detract from the overall message.
Length: This analysis should be 3–4 pages in content length. Include a separate title page and a separate references page.
Font and Font Size: Times New Roman, 12-point, double-spaced. Use Microsoft Word.
APA Formatting: Resources and in-text citations should be formatted according to APA (6th edition) style and formatting.
Number of Resources: You are required to cite a minimum of 2 scholarly resources. You may conduct independent research for resources and references to support your analysis. Provide a reference list and in-text citations for all of your resources, using APA format. You may cite texts and authors from the Resources.
Competency 4: Communicate effectively in a variety of formats.
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
ASSESSMENT 2 CONTEXT
Determining ToxicityToxicity is determined by the following:
Observing people during normal use or accidental exposure.
Experimental studies using animals.
Cellular studies.
Toxins can be divided into categories based on their potential harm to humans.
Carcinogens are substances known to cause cancer.
Endocrine disruptors are agents that bind with hormones, blocking their normal function.
Teratogens are agents that cause malformation of a fetus through the mother.
Toxicologists are scientists that study toxins. They determine whether the toxins have any harmful effects on the environment or the human body. Toxicologists often describe toxins as either hazardous or poisonous. Hazardous substances are substances having the capacity to do harm. Poisonous substances are able to kill, injure, or impair living things with a small dose.
ASSESSING RISK
After determining that a substance is toxic, toxicologists and other scientists create risk assessment models. Risk assessment involves considering four steps:
Identification of the hazard and its potential health effects.
Dose-response (amount of pollutant to which a person is exposed).
Mode of exposure (inhalation, ingestion, absorption, and injection).
Determination of overall risk based on dose response and exposure.
Cost-benefit analysis can be used to determine if a risk should be taken, and what strategies can be used to regulate and control the risk. In some cases, after a risk assessment, a risk will be determined unavoidable.The Consumer Product Safety Commission (CPSC) is a government agency created in 1972 to address some products that have presented an unreasonable risk of injury. The CPSC requires safety labels, recalls hazardous products, and enforces bans upon them.
ACCIDENTS
According to the U.S. Department of Health and Human Services, more than 400 Americans die each day due to injuries caused by accidents (2014). In fact, most people experience a significant injury at least once in their lifetime (Hilgenkamp, 2006). Although not all accidents can be avoided, understanding where the risks are, and taking steps to avoid them, is important to protecting our health.Motor vehicle accidents are the leading cause of death in individuals between 1 and 44 years of age (CDC, 2006). The National Highway Traffic Safety Administration (NHTSA) is charged with increasing safety on the roads by writing and enforcing safety laws. Seat belts, safety seats for children, air bags, and anti-lock brakes are just some of the devices that can make traveling in a motor vehicle safer. We can reduce our risk of a motor vehicle accident by following traffic laws, and always considering what is prudent based on the driving conditions.Accidents can also occur when we are in our homes. Common occurrences involve falls, poisonings, accidental shootings, fires, and power equipment. Young children are particularly at risk, which is why child-proofing a home is so important. Cabinets with toxic materials, medicines, and guns should be locked. Matches and lighters should be kept in a safe place.
OSHA
Concerns of hazards in the workplace led to the development of the Occupational Safety and Health Administration (OSHA). OSHA’s mission is to prevent injuries and protect the health of United States workers by ensuring safe and healthful places to work (United States Department of Labor, n.d.). The major areas of concern in the workplace are air contaminants (dust, fibers, gases, and vapors), and physical (temperature, noise, and radiation), biological (pathogens), and chemical (inhaled, absorbed, ingested, or injected) issues.
References
CDC. (2006, June 28). Deaths: Preliminary data for 2004. National Vital Statistics Reports, 54(19). Retrieved from http://www.cdc.gov/nchs/data/nvsr/nvsr54/nvsr54_19…Hilgenkamp, K. (2006). Environmental health: Ecological perspectives. Sudbury, MA: Jones and Bartlett.U.S. Department of Health and Human Services. (2014). Healthy people.gov. Retrieved from http://healthypeople.gov/2020/default.aspx
United States Department of Labor. (n.d.). About OSHA. Retrieved from https://www.osha.gov/about.html
Environmental Toxins Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Analyze the impact of a toxic substance on human health.
Does not describe the impact of a toxic substance on human health. Describes the impact of a toxic substance on human health. Analyzes the impact of a toxic substance on human health. Analyzes and evaluates the impact of a toxic substance on human health, providing opinions and supporting evidence.
Analyze possible sources of exposure to a toxic substance.
Does not describe possible sources of exposure to a toxic substance. Describes possible sources of exposure to a toxic substance. Analyzes possible sources of exposure to a toxic substance. Analyzes and evaluates possible sources of exposure to a toxic substance.
Analyze what happens when a toxin enters the environment.
Does not describe what happens when a toxin enters the environment. Describes what happens when a toxin enters the environment. Analyzes what happens when a toxin enters the environment. Analyzes what happens when a toxin enters the environment and assesses the options available to mitigate the risk of potential harm.
Analyze the persistency of a specific toxic substance.
Does not describe persistency of a toxic substance. Describes persistency of a toxic substance. Analyzes persistency of a toxic substance. Analyzes persistency of a toxic substance and discusses impact of the toxin’s lifecycle.
Analyze government recommendations for a specific toxic substance.
Does not describe government recommendations for a specific toxic substance. Describes government recommendations for a specific toxic substance. Analyzes government recommendations for a specific toxic substance. Analyzes and evaluates government recommendations for a specific toxic substance, and discusses whether and how the recommendations need updating.
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Does not write in support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. Writes in support of an idea with consistent format, but includes major errors of grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics. Writes coherently, using evidence to support a central idea in a consistently appropriate format, with correct grammar, usage, and mechanics.

peer responses

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peer responses

1—- At my clinical site, one internal method for the dissemination of my EBP project would be a team of people

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elected by the corporation’s shareholders to represent the shareholders’ interests and ensure that the company’s management acts on their behalf. The head of the board of directors is the chairman or chairperson of the board. The external method for the dissemination of your EBP project who be “The American Nurses Association (ANA), they are a premier organization representing the interests of the nation’s four million registered nurses. ANA is at the forefront of improving the quality of health care for all. One that we, as nurses, practices every day.

It is important to report my results to both of these groups: a) Stakeholders can affect or be affected by the organization’s actions, objectives, and policies. b) On the other hand, ANA knows that recognizing the essential value of nurses is just the start. Nurses work in all health care settings and have a unique perspective given that we serve in so many diverse roles and specialties. As a result, nurses can offer insights and contributions on how to improve health care in this country.

One’s lines of communication need to be robust, monitored, and evaluated. This also relates to organizational influence and responsibilities of an individual, and one also needs to recognize their role and appreciate the roles of others, to change each group.

2——– At the Indian Health Council, it is important to share project results with the staff who are participating in the project and those who are affected by the changes. Change agents often use graphs or statistics to show that the project is making a positive impact on patient care. “Reporting of project results is essential to garner continued support and recognition for the program” (Cullen, Dawson, Hanrahan, & Dole, 2014, p. 285). When staff realize that they played an important role in the project, there is more support for the new project, and staff feel recognized for their hard work. This would be an internal method for sharing the EBP (evidence-based practice) project. Staff can see what is working and may have input to continually improve the project.

When looking at the results for a project on screening, brief intervention, and referral to treatment (SBIRT), staff may take ownership of the project when they see an increase in the number of patients with positive screens getting brief interventions or referrals to treatment. In addition, the project results can be shared with other directors in the clinic, which promotes more support for the project. According to Cherry (2017), an “…effective change agent will understand that a change in one area almost always will affect another group or department…” (p. 311).

An external method for sharing this nurse’s EBP project results might be sharing the results with tribal leaders, other Indian Health Clinics, or sharing the results in a community newsletter. This shows that the clinic is striving to use the best-evidence based practices to improve patient care and safety. Patients, family members, and community leaders can see the positive impact that the project is making on their community. This not only keeps the clinic in business, but it demonstrates that the clinic is providing quality care for its patients. When presenting the project to the community, the must use language that is understandable and culturally sensitive, which demonstrates that the staff at Indian Health Council cares about their patients. Confidentiality and the stigma of going to a behavioral health department can be barriers, so addressing these concerns can change the way the community thinks about counseling or seeking treatment.

When sharing a new project, both the community and staff need information so that everyone understands what the new project is about, but it may need to be disseminated differently. For example, staff may need a written policy and a PowerPoint presentation while the community may get a flier or newsletter explaining the new project. The change agent needs to communicate with leadership and tribal leaders, so that the project is supported. If the project results in positive changes, it may help the change agent obtain more resources to improve the project. For example, if SBIRT is more effective with a behavioral health counselor working out of the medical department, leadership may decide to fund or write a grant for a full-time person in the medical department to help perform counseling and interventions. Who disseminates changes in your practice?

3—–Communication is key to any new or changing initiative and can make or break the success of the project. With this realization, it’s important to outline a plan to communicate our capstone project; in turn, planning for the success of our project. The best way to promote communication of a project is to engage your audience and ensure there is a solid foundation of understanding regarding the project (Krizner, 2019). We can all appreciate that with the ever mounting list of tasks nurses have on their plate, resistance is often a factor when we are tasked with a new project without appreciating why it is needed. Communication can help curb some of this resistance by outlining the goal of the project and how it will help patient outcomes. The way I have and continue to plan for communication is the following.

Internal communication has been a relatively easy task for my project. I feel this is largely due to the strong argument that I made for my project early on; demonstrating it’s validity in research studies and outlining a solid plan for implementation in our department. During my research thus far, I have been able to communicate my project internally by means of email communications, presentations at meetings, and corroboration with other team members. This has allowed for better team collaboration and seemingly allowed for better acceptance by my peers and providers.

External communication has been more informal as my current capstone project is still in its infancies and doesn’t yet have a large “reach” into the community. An external member that I have worked with is meals on wheels, which is a community-based service that provides nutritional services to patient’s homes. For one of my patients, I was able to work with this organization to organize a low sodium diet to a patient suffering from heart failure. In this instance, I was able to work with the manager of our community service and explain the goal of the project and how this dietary need would help facilitate better outcomes for the patient. Through this contact, I was able to establish a line of communication with the manager and have since reached out to her multiple more times with similar patient care needs.

Communication is a constant state and continues to evolve, beyond this, nurses often need to mediate health care-related situations and effective communication skills are essential (as cited in Cherry, 2017). From the examples above, you can see that it has been easier to communicate when an established team has been identified; as is apparent with my immediate department. External communication has been more of a challenge as I’m still learning about new resources that may be beneficial to include with this project. Nonetheless, it is important to continue to leverage strong communication techniques as the project grows and changes. My plan is to summarize the conclusion findings of my study and send them to those stakeholders who have been involved in the project upon its completion.

4————When disseminating evidence based research there are three questions that need to be answered to be sure that the evidence found is effective to use. The ability to determine if evidence is trustworthy, valuable, and of high-quality is called critical appraisal. The three questions are:

Is the evidence of good quality?
Would the findings apply in the proposed setting? Are the subjects in the study similar to the patients under the nurse’s care, for example?
What are the consequences of the evidence for patients or clients? In other words, what would implementation of practice techniques in the evidence mean for patients or clients? What would be the pros and cons?
ALL PEER RESPONSES SHOULD BE MINIMUM OF 60 WORDS WITH PROPER CITATION AND REFERENCES.

PSCY2003 CUNY Kingsborough Patients with Schizophrenia Paper

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PSCY2003 CUNY Kingsborough Patients with Schizophrenia Paper

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

Evidence-Based Solution
Nursing Intervention
Patient Care
Health Care Agency
Nursing Practice
Tags: quality of life nursing intervention

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This paper is on Ethical Decision Making Model for Nursing.

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This paper is on Ethical Decision Making Model for Nursing.

Grading Criteria NSG/426 r2 University of Phoenix Material Grading Criteria Wk 1 – Legal Issues Facing Nurses

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Content: 160 points possible Points possible Summarizes the legal issues present in the case 60 Lists risk-mitigation techniques 50 Includes potential nurse actions for improving the outcome 50 Format: 20 points possible Points possible Cites at least 3 evidence-based, peer-reviewed sources published within the last 5 years 10 Assignment is free of grammatical errors, language maintains a scholarly and succinct tone 5 Follows a structure that is clear, concise, and appropriate 5 Points earned Comments Points earned Comments Points earned/possible /180 Copyright © 2018, 2017 by University of Phoenix. All rights reserved. 1 Grading Criteria NSG/426 r2 Wk 2 – Applying Regulations in Varying Practice Settings Content: 160 points possible Points possible Chooses 2 different practice settings, with varying CfCs and CoPs 40 Compares and contrasts conditions for coverage 40 Compares and contrasts conditions of participation 40 Selects 2 appropriate factors 40 Format: 20 points possible Points possible Cites at least 3 peer-reviewed sources published within the last 5 years 10 Assignment is free of grammatical errors, language maintains a scholarly and succinct tone 5 Follows a structure that is clear, concise, and appropriate 5 Points earned Comments Points earned Comments Points earned/possible /180 Copyright © 2018, 2017 by University of Phoenix. All rights reserved. 2 Grading Criteria NSG/426 r2 Wk 3 – Applying an Ethical Decision Making Model Content: 160 points possible Points possible Clearly states the ethical issue and its relevance to nursing practice 40 Analyzes additional information: • Populations served • Key stakeholders • Information needed to overcome the problem • Was the problem stated correctly initially? 40 Lists alternative programs that address the issues 30 Explains why this is important, needed, or beneficial for vulnerable populations 30 Lists strategies to implement the plan 20 Format: 20 points possible Points possible Cites at least 3 peer-reviewed sources published within the last 5 years that clearly support the position(s) 10 Assignment is free of grammatical errors, language maintains a scholarly and succinct tone 5 Follows a structure that is clear, concise, and appropriate 5 Points earned Comments Points earned Comments Points earned/possible /180 Copyright © 2018, 2017 by University of Phoenix. All rights reserved. 3 Grading Criteria NSG/426 r2 Wk 4 – Signature Assignment: Legal and Ethical Responsibilities See embedded signature assignment rubric in the classroom. Copyright © 2018, 2017 by University of Phoenix. All rights reserved. 4 Grading Criteria NSG/426 r2 Wk 5 – Learning Team: Current Issues in Nursing Content: 60 points possible Points possible Discussion shows evidence of selection of appropriate topic 20 Discussion shows evidence of personal stance with sources to support 20 Discussion shows evidence of consideration for other viewpoints with evidence to support positions 20 Format: 20 points possible Points possible Discussion is substantive and provides evidence to support stance 10 Discussion is professional, appropriate, and maintains scholarly, respectful tone 10 Points earned Comments Points earned Comments Points earned Comments Points earned/possible /80 Wk 5 – Reflection: Current Issues in Nursing Content: 80 points possible Points possible Chooses an appropriate decision-making model 20 Summarizes the decision-making model 20 Explains each person’s position and evidence 20 Explains how seeing other positions affected their own stance 20 Copyright © 2018, 2017 by University of Phoenix. All rights reserved. 5 Grading Criteria NSG/426 r2 Format: 20 points possible Points possible Cites at least 3 peer-reviewed sources published within the last 5 years 10 Assignment is free of grammatical errors, language maintains a scholarly and succinct tone 5 Follows a structure that is clear, concise, and appropriate 5 Points earned Points earned/possible /100 Copyright © 2018, 2017 by University of Phoenix. All rights reserved. Comments 6 NSG/426: Integrity In Practice: Ethic And Legal Considerations Wk 3 – Applying an Ethical Decision-Making Model [due Mon] Wk 3 – Applying an Ethical Decision-Making Model [due Mon] Assignment Content 1. This assignment reinforces the importance of ethical decision-making in nursing. You will apply an ethical decision making model from this week’s readings to an ethical issue. Review “An Integrated Ethical-Decision-Making Model for Nurses” from this week’s University Library Readings. Apply the ethical decision-making model in the article to access to care or an ethical issue of your choice. Note: If you have questions about your chosen topic, contact your faculty member to ensure it is appropriate. o o o o o o o o o o o o Follow the steps provided in the model, including the following: State the ethical issue and its relevance for nursing practice. Collect and analyze additional information: What populations does this serve? Who are the key stakeholders? What information is needed to overcome the problem? After looking at additional information, decide whether the initial problem was correctly stated. Develop alternatives and compare them: What alternative programs address the issues? Justify the decision: Explain why this is important, needed, or beneficial for vulnerable populations. Find strategies to implement the plan: What ethical arguments could you use to dissuade someone who disagrees with the program? o o o o Format your assignment as one of the following: 18- to 20-slide presentation 15- to 20-minute oral presentation 875-word paper Another format approved by your instructor Cite at least 3 evidence-based, peer-reviewed sources published within the last 5 years to support your position(s). Include an APA-formatted reference list. Submit your assignment. o o o o Resources: Center for Writing Excellence Reference and Citation Generator Grammar and Writing Guides Learning Team Toolkit Copyright 2018 by University of Phoenix. All rights reserved. Required Reading • • • • Epstein, B., & Turner, M., (2015). The Nursing Code of Ethics: Its value, its history. Online Journal of Issues in Nursing, 20(2), 33-41. Park, E.J., (2012). An integrated ethical decision-making model for nurses. Nursing Ethics, 19(1), 139-159. Winland-Brown, J., Lachman, V.D., & Swanson, E.O., (2015). The new ‘Code of Ethics for Nurses with Interpretive Statements’ (2015): Practical clinical application, Part I. Medsurg Nursing, 24(4), 268-271. Winland-Brown, J., Lachman, V.D., & Swanson, E.O., (2015). The new ‘Code of Ethics for Nurses with Interpretive Statements’ (2015): Practical clinical application, Part II. Medsurg Nursing, 24(5), 363-366+. Recommended Reading • • • • • Griffith, R., & Tengnah, C., (2013). Shared decision-making: Nurses must respect autonomy over paternalism. British Journal of Community Nursing, 18(6), 303-306. Ivanov, L.L., & Oden, T.L., (2013). Public health nursing, ethics and human rights. Public Health Nursing, 30(3), 231-238. Menendez, J.B., (2013). Informed consent: Essential legal and ethical principles for nurses. JONA’s Healthcare Law, Ethics, and Regulation, 15(4), 140-144. Muhammad, L., (2013-2014). Ethical issues faced by health care professionals: Finding a solution. i-Manager’s Journal on Nursing, 3(4), 6-9. Rushton, C.H., & Broome, M.E., (2015). Safeguarding the public’s health: Ethical nursing. Hastings Center Report, 45(1), 1. Multimedia • • • Cinema House Films Inc., (2006). ANA Code of Ethics (04:14) [Video file]. Films on Demand. Medcom, (2006). INTRODUCTION: Concepts, Values and Decision Making (23 mins) [Video file]. Nursing Education in Video. Nevco Educational Videos Inc., (2011). Ethical Conduct (02:31) [Video file]. Films on Demand. Publications • • • • Advancing Professional Nursing Practice Everyday Medical Ethics and Law Lachman, V., (2005). Applied Ethics in Nursing, 8. Ulrich, C.M., (2012). Nursing Ethics in Everyday Practice, 115-128.
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Florida National Week 8 Community Nursing Illness and Disability Review

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Florida National Week 8 Community Nursing Illness and Disability Review

Read chapter 21 and 23 of the class textbook and review the attached PowerPoint presentations. Once done, answer

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the following questions.

1. Define and discuss in your own words the definitions and models for disability.

2. Discuss the difference between illness and disability.

3. Compare and contrast the characteristics of rural and urban communities.

4. Discuss the impact of structural and personal barriers on the health of rural aggregates.

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 8 discussion questions” for grading and in the tab titled “Week 8 assignment” in Turnitin to verify originality. A minimum of 2 evidence-based references besides the class textbook must be used. You must post two replies to any of your peers sustained with the proper references and make sure that the references that you use in your assignment are properly quoted in it. A minimum of 700 words is required.

Discussion board post!!

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Discussion board post!!

ANSWER QUESTION IN 2 PARAGRAPHS AND SUPPORT WITH REFERENCES APA FORMAT and IN TEXT CITATION

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Ohio State University Mod 1 Delaying Newborn Initial Bath Project

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Ohio State University Mod 1 Delaying Newborn Initial Bath Project

Clinical Practice Project (CPP) Goals and Objectives: Module 1 Assignment Objectives: • Students will identify QSEN’s

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competencies for nursing. • Students will have the opportunity to synthesize knowledge and apply skills acquired in the nursing academic and practice settings. • Students will extend their academic experience into areas of nursing practice interest, working with new ideas, issues, organizations, and individuals. • Students will demonstrate the ability to think and act critically and creatively about nursing practice issues and will further develop their analytical and ethical leadership skills necessary to address and help solve these issues. • Students will refine the ability to utilize evidence based research and demonstrate proficiency in written and communication skills. Assignment Instructions: The CP is the culminating academic endeavor of nursing students who earn a baccalaureate degree in nursing. The project provides students with the opportunity to explore a problem or issue of particular professional interest that is somehow related to one of the following nursing QSEN competencies: patient-centered care, teamwork/ collaboration, evidence based practice, quality improvement, safety or informatics (QSEN: http://www.qsen.org). Each of the QSEN competencies somehow link to nursing excellence. You will actually implement your project during this five week course. For your project you will need to: 1. Select an issue/problem that you have a professional interest in. Example: Creation of a patient education tool to prevent falls 2. Select a QSEN competency that relates to that problem. Example: Example: Safety 3. Select a health care organization that can help support your issue: Example: The CDC 4. Develop a global objective: Example: At the completion of this project I will have developed a patient educational tool to present to staff on 1-South to be distributed to all patients on 1South to prevent falls. 5. Develop at least four project objectives: Example: a. Research current literature on the prevention of falls and patient educational material content. b. Seek falls data from ABC Hospital quality department and specifically from the 1South Unit. c. Review data results and evaluate for trends. d. Develop a patient educational tool on fall prevention. e. Educate staff on use of the patient educational tool f. Implement patient educational tool and present to at least ten patients on 1-South. 6. Develop possible resources needed to help meet your goals/objectives. a. Meet with unit manager and seek approval on project implementation. b. Review the CDC web site for current references and resources on fall prevention. c. Create patient educational tool, copy and prepare to distribute. d. Create a timeline to implement the patient educational tool. This week’s assignment is the first of five assignments to complete your Clinical Practice Project (CPP). Each weekly assignment will build upon the last one. It is very important that you follow the directions carefully and review your teachers document/grading rubric for comments so that you can improve each week. To complete this assignment type in the boxes below, the boxes will expand as you type. Be sure to save your document frequently. Points will be deducted for incomplete work, spelling/grammar errors, lack of thought and use of abbreviations. All content must be in your own words, not directly quoted; however you must provide supportive details by using in text citations (Journal Article references at the end of the form-please see your rubric for an explanation of refereed Journals). This assignment is worth 25 points…be sure your work reflects 25 points. Module 1: Clinical Practice Project Goals and Objectives Student Name Date: Jennifer Rubrecht 6/20/19 Project Topic: Give a brief explanation of your topic. QSEN Competency: (example, Patient-centered Care) Delay a newborns initial bath until 12-24hours of age Evidence Based Practice QSEN Definition: Define your QSEN Competency in your own words (paraphrase) using the QSEN.org web site>competencies>graduate KSAS, (example: for competency Patient-Centered Care the definition on the web site is Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs—take this information then write your definition in your own words (paraphrasing, remember to cite the QSEN site). Delaying an infants initial bath to promote skin protection and breast feeding, as well as reducing the risk for hypoglycemia. List two Knowledge/Skills/Attitudes (KSAs)- use two each (Knowledge/skills/attitudes) from the QSEN.org web site which are listed under your chosen competency that you think will help you to meet your selected competency. Then write your KSAS in your own words (paraphrasing/editing related to your specific project —remember to cite the QSEN site). Knowledge Skills Attitudes Discuss Health Care Organization (this is not the facility/organization where you are implementing your project, may be a nursing organization, or any organization which sets standards, conducts research, or publishes evidence based literature in relation to your topic) that will help support your project. Discussion should include the mission/values of the organization (in your own words). Provide citations and references (no direct quotes). Global Objective: the purpose of a global objective is to provide a vision for your overall project-what are you developing and implementing-what is your expected impact on patient outcome? It should be broadly statedin one sentence. (Do Not Use Any Abbreviations) Project Objectives: Now your global objective should be broken down into more focused steps. Be sure your Project Objectives support your Global Objective! How will you achieve your global objective? Be specific. Write 4 Project Objectives…objectives should start with an action verb! (Do Not Use Any Abbreviations) For example; Research on…Develop a tool/guide/protocol/policy/process to…Develop and present education to staff on new tool…Implement new tool on ___number (the number should be adequate to meet your minimum of 1-2 log hours in direct patient contact) of patients to improve (how will your project impact patient outcomes)… Possible Steps to Assist Me in Completing My Project: List at least 4 steps in your project (Do Not Use Any Abbreviations) Example: 1. Talk with manager on unit to discuss project. Date I hope to accomplish by, Provide hopeful completion date for each 1. Complete by 1/16/15 Direct patient engagement: Describe in a one or two sentences how you will provide direct engagement in your clinical practice project and how this will impact patient outcomes. Be specific. Log update: Begin typing documentation on your Clinical Log, provide here a brief explanation of time you have completed this week – you will need to document on your clinical log in addition to the templates, this update does NOT take the place of completing your required log. This is a non-graded item. — Do not include: Orientation off the Unit, Observation, writing or researching papers/assignments, Lunch or Break time. — Do include: A total over the course includes a Minimum of 3 hours with preceptor, Maximum of 6 hours on research of topic, a minimum of 1-2 hours in direct patient engagement and the remainder- 10-11 hours in implementation of your project, Total of 21 true hours. Type Date Time (ex: 1:00pm-2:0 0pm) Total Time Spent (ex: 1 hour) Description (describe specifically what you did in one or two sentences) Preceptor (a minimum of 3 hours is required for the course) Research on topic (a maximum of 6 hours is allowed for the course) Direct Patient Engagement Time (a minimum of 1-2 hours, Specify number of patients) Implementation (the remainder should be spent in implementation, 10-11 hours) Total Time spent this week (by the end of the course you should spend at least 21 true hours) Total for this week = References (double-space and use correct APA format)
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peer response

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peer response

1—– Implementing an evidence-based practice or program (EBP) increases the likelihood that students’

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performance will improve. An EBP is one that is supported by rigorous research demonstrating its effectiveness and changes, even the most effective EBPs do not work for all or students. Further, the more practice or program implemented with fidelity as intended by the researchers or developers a higher likelihood that it will produce positive student outcomes. To judge my project made a difference in practice.
1. Systematically monitor one’s learning outcomes: The purpose of monitoring progress is to determine whether individuals are improving. One of the best ways to measure improvement is progress monitoring, a type of formative assessment in which learning evaluated regularly. Example, each week, comments and grades received from my professor.
2. Systematically monitor the reliability of implementation: The purpose of monitoring fidelity is to ensure that the EBP is being implemented as intended, which will increase the likelihood of improved younger student outcomes.
3. Examine the relation between learner outcomes and fidelity of implementation: The purpose of comparing the two sets of data is to determine whether the EBP is useful for students with whom you are working (vanderbilt.edu).
If commitment is high, increases in performance can be attributed to the evidence-based practice or project. Likewise, if fidelity is high and there is no change in performance, it can be inferred that the plan was not effective for those students. However, if loyalty is low, the relation between the practices of student outcome data would be unclear.

2—-One major thing to review is to see if the nurse navigation staff are actually doing the task to make the difference. Making the mini diabetic assessment a mandatory fill in area in the EMR would help with this compliance. Having a meeting after several weeks of implementation with the navigation staff would look at areas of difficulty and concerns with the new assessment. Getting nursing feedback would determine barriers and open the door to questions and concerns.

One way to evaluate whether the project made a difference is to look at the patient satisfaction ratings. We send each patient a survey after they’ve been discharged to describe their experience. If patients feel as though their needs have been met then one would see an increase in the satisfaction rating. One ratings system we review is the Press Ganey scores. They are reviewed every three months.

Additionally, we can look at the readmission rates. At lot of our patients get readmitted for wound complications. This could be contributed to a low immune system and lack of nutritional intake due to their cancer diagnosis and if they are in active treatment with chemo and/or radiation. Having uncontrolled or poorly managed diabetes can further complicate this issue.

3– “Outcome standards and measures refer to whether the services provided by the organization make any difference: Were they effective?” (Pelletier, 2014, p. 297). In order to see an effective change in practice using the SBIRT (screening, brief intervention, and referral to treatment) model, the change agent can look at patient and staff satisfaction. Many patients have never used behavioral health services before, so performing a survey on patient experiences (when providing SBIRT services) can provide information on how well the clinic is providing care. Positive survey responses would show that patients are more likely to use behavioral health services after the practice changes were made. “Collaborations are needed with patients and families to better understand their preferences and ways to engage them in making healthcare decisions and improving health behaviors”, according to Cullen, Hanrahan, and Kleiber (2018, p. 7). If responses are negative, then changes should be made in the new practice to include patient preferences. In addition, it is important to see how staff view the results of the project by asking for feedback in a meeting or through a staff survey. Removing barriers for SBIRT can decrease staff frustration, thus, improving staff satisfaction. A survey can provide information on barriers.

The most important part of evaluating the project is making sure that those patients who have positive screenings, get a brief intervention or keep an appointment for a referral to treatment. Because the medical department has access to behavioral health’s schedules, the referral team can see if patients kept appointments in behavioral health. It is important to track the number of screenings, the number of brief interventions, and the number of referrals to treatment. If the number of brief interventions increase for positive screenings, it means that patients may be getting education on substance abuse that could potentially help them abstain from using drugs or alcohol. If the number of kept appointments for referrals to treatment have increased, it means that patients may be more comfortable scheduling appointments in behavioral health and may be more likely to get treatment for alcohol and drug abuse. These changes would show that the SBIRT project is making a difference at Indian Health, since these issues have been barriers for providing SBIRT services in the past.

peer response should be minimum of 60 words with proper citation and references.

Tags: dissemination of EBPs nursing Peer response

HIV Infections Worldwide Ethical Conduct of Research

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HIV Infections Worldwide Ethical Conduct of Research

• Select a healthcare related research study. Identify the sample population. Analyze and critique the study to identify if sampling method reflects ethical principles including consent, conditions of the participants, study approved by IRB,

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• Minimum 15 pages excluding title and reference page. • APA format

Papers MAY NOT show evidence of similarity beyond 20% excluding reference pages!

At least 5 references, of this at least 3 within 5 years old and 2 within 10 years.

Align Public Policy Options to Meet the Needs of Various Stakeholders

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Align Public Policy Options to Meet the Needs of Various Stakeholders

Align public policy options to meet the needs of various stakeholders. Directions: For this Assignment, you will create a slide and audio presentation in which you will present information to support the passage of HR 5223. You may use PowerPoint, Google Slides, or another presentation software of your choosing. Your audio presentation should put forth a convincing argument based on your research and should be designed as if you were addressing a group of legislators whose support you are trying to obtain. Your slide and audio presentation must address: • A description of current risks that healthcare providers face from violence in the workplace. • Information from professional nursing associations which support your argument for minimizing the risk of violence in the healthcare setting. • Identification of a theoretical or regulatory model which would be applicable to the passage of HR 5223. • Identification of stakeholders who will benefit from the passage of HR 5223 and how they would benefit. • Potential barriers to passage of HR 5223 and how they can be overcome. • Include a minimum of 8 slides (not counting the title or reference slide). • Your slides should contain speaker notes, to assist in your audio delivery. • Your slides should be professional in appearance and tone, and reflect a thoughtful and meaningful application of your research to your argument. Speak clearly and convincingly. Your presentation should not be longer than 10 minutes. • You must include a minimum of (5) different scholarly references. Assignment Requirements Before finalizing your work, you should: • be sure to read the Assignment description carefully (as displayed above); • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and • utilize spelling and grammar check to minimize errors. Your writing Assignment should: • follow the conventions of Standard English (correct grammar, punctuation, etc.); • be well ordered, logical, and unified, as well as original and insightful; • display superior content, organization, style, and mechanics; and • use APA formatting and citation style.
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