MHS504 Scholarly Writing in the Health Sciences

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MHS504 Scholarly Writing in the Health Sciences

Infertility

Infertility is a serious public health issue that affects men and women. An infertile person cannot have children; for a man, one cannot have a successful erection and ejaculation, and for women, one is considered infertile if one cannot get pregnant after having unprotected sex for 12 months with a man. Infertility is a relevant public health issue that affects individuals and families. According to the CDC, about 19% of heterosexual women aged 15 to 19 are considered infertile (Sadecki et al., 2022). The report further shows that more than 9% of men in the US are infertile. As a serious healthcare issue, efforts have been made to address it. For example, the National Public Health Action Plan developed a plan that helps detect, manage, and treat infertility. National and local governments have also allocated resources to research and treatment. However, the problem has not been fully resolved, and individuals and families struggle with the challenges associated with infertility.

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Causes of Infertility

Several causes have been documented for infertility in men and women. According to Gipson et al. (2020), there are pathogenic variants that cause infertility in females. Studies show that infertile women have two homozygous. All the oocytes carrying PV are surrounded by a thin ZP which does not allow sperm-binding, rendering a female infertile. The loss of PV function leads to an abnormal and structural dysfunction of the ZP, making women unable to conceive.

Researchers have also linked female infertility to problems with the uterus, such as fibroids, polyps, and adhesions inside the uterus cavity. Some females also have a problem with the fallopian tubes, especially those resulting from gonorrhea or chlamydia. Females who also experience problematic ovulations are likely to be infertile, as they cannot release eggs regularly. Ovulation problems may arise from substance abuse, eating disorders, thyroid conditions, or pituitary tumors. Lastly, women may have issues with the quality and number of eggs. When the supply of eggs runs out before menopause, a woman cannot get pregnant. Similarly, some eggs have the wrong number of chromosomes and cannot successfully grow into a healthy fetus.

Many factors increase women’s risk of infertility. Age, lifestyle choices, genetic traits, and health conditions make some women at a higher risk than others of being infertile. Older women, for example, are more vulnerable to infertility than younger women. As women age, the overall number of eggs reduces, there are increased chances of developing healthcare issues, and more eggs have an abnormal number of chromosomes. Other factors such as endometriosis, cysts, tumors, smoking, heavy drinking, structural problems, low body fat count, and being overweight or underweight also increase being infertile.

Surprisingly, the nature of a woman’s work is reportedly significant in increasing the chances of infertility. For example, female surgeons are more likely to be infertile compared to women in other occupations (Rangel et al., 2021). The study argues that the high risk of female surgeons results from delayed training, which makes most of them start a family when they are older. The complex nature of their work also makes them vulnerable to infertility, especially those who work more than 12 hours a week are likely to be infertile. When these women get pregnant, they are likely to develop complications and cannot carry the pregnancy to term. Some lose the baby through miscarriage or give birth to babies with defects. Demographically, infertile women are likely to be educated, using barrier contraception, non-smokers, and married.

These risk factors affect men too. According to research, men may be infertile due to genetic defects and health problems such as diabetes and infections, including chlamydia, mumps, HIV, or gonorrhea. These factors lead to abnormal sperm production, which hinders egg fertilization. A man may also have a low sperm count or reduced quality of sperm which cannot successfully fertilize an egg (Schlegel et al., 2021). Enlarged veins in the testes(varicocele) also affect the quality of sperm, making a man infertile. In some cases, these risk factors cause blockages; hence one will be unable to deliver the sperm.

Effects of Infertility

Infertility is associated with severe health effects for affected individuals. According to research, women who experience infertility at any point in their lives are likely to develop cardiovascular issues later. Growing evidence shows that increased cardiovascular diseases are associated with female infertility that arises from conditions such as obesity, ovarian disease, endometriosis, and thyroid dysfunction (Gleason et al., 2019). Further studies reveal that infertile women have atherogenic lipid profiles and high hs-CRP levels, which increases vulnerability to cardiovascular issues. Based on these findings, infertility goes beyond the daily challenges and has long-term effects.

Other studies also show that the consequences of infertility go beyond the pursuit of family building. Infertile women are at risk of cancer and maternal morbidity and have increased vulnerability to other chronic diseases. A recent study shows that infertile patients are more likely to develop diabetes, renal disease, liver disease, heart disease, cerebrovascular disease, and others (Murugappan et al., 2021). Other studies indicate that infertility is not a disease; instead, it is a symptom of an underlying disease that may be detected later in the life of an infertile man or woman.

Infertile women experience distressing life experiences. According to Alamin et al. (2020), identity crisis is a significant contributor to distress in the lives of infertile men and women. Women and men who feel that society can only accept them if they have children undergo emotional and psychological torture. The challenges get worse when men and women cannot get treated successfully, s they suffer loss and grief. A significant number of women and men have gotten into depression after they find it challenging to live with the fact that they cannot have children.

Infertile men and women experience psychological and social stigma. Infertile women have reportedly experienced higher levels of emotional abuse and stress in the US compared to other developed countries(Ozturk et al., 2021). Infertile women are also less likely to report emotional and physical violence, which increases their vulnerability to stigma. In some cases, infertile men and women are abandoned by their partners, who fail to endure the stigma and abuse from society and close family/friends.

Reports also indicate that infertility is a silent struggle, as infertile men and women often find it hard to share their distress with second or third parties. Despite the high prevalence of infertility, infertile women do not share their stories with family and friends, which increases their psychological vulnerability. The inability to give birth cause feelings of shame, anxiety, and low self-esteem and contributes to poor life quality.

Infertility Treatment

Stakeholders have channeled resources and manpower into treating infertility. Current treatment options include medications and embryo implantation with assisted reproductive technology. Some treatment options are tailored for men, others for women, and both genders can use some. In most cases, however, infertility is treated with conventional therapies, including surgery or medication. In some cases, these options turn out to be unsuccessful, and affected individuals and families resort to sperm donation or surrogacy.

As much as several treatment options are available, research shows that a significant population of men and women do not seek help to address infertility. According to research, only half of US women seek medical services in an attempt to address infertility( Greil et al., 2020). This means that majority of them will live with the problem as they continue to face emotional, physical, and psychological challenges. The same case applies to men; very few men are willing to seek help and treat infertility. According to research, 99% of male infertility cases can be addressed with a combination of medical and lifestyle techniques. However, the barriers to treatment make infertility an unresolved problem.

Studies that seek to understand the barriers to infertility treatment reveal significant issues that, when addressed, can enhance access to treatment. One of the main factors that come ut is the nature of the treatment, which may be scary for the target people. Treatment approaches such as laparoscopy are revealed to be quite painful, and people may fear going for that. Negative thinking and perceptions are also significant barriers to treatment. For example, some individuals believe that there is no treatment for infertility, as most approaches fail. The fear of wasting resources for an uncertain attempt shuns people away. For other couples, associating treatment with increased chances of high-risk pregnancies scare them away.

Men’s experiences are also affected by societal perceptions about infertility, the cost of treatment, and insufficient knowledge about the treatment process. Research shows that most men are unwilling to live with the reality that they have infertility issues, hence lacking the confidence to walk up to a clinic or hospital to seek help. For some, financial constraints become a challenge, and they choose to accept infertility as a natural occurrence that they live with forever. Some men are scared of having conversations with healthcare providers as they reveal important information to aid in the treatment process. Lastly, just like women, some men believe that infertility treatment cannot be successful, hence no need to waste time and resources.

There are safety concerns regarding infertility treatment for men and women. For example, TRIP13 mutant is believed to address fertility issues in women. However, it is associated with human diseases, and the safety of the patient should be considered first (Gipson et al., 2020). Multiple birth defects and Neurological sequelae have also been observed in children conceived by IVF and ICSI. The health concerns associated with infertility treatment challenge the ethical responsibility of the practice of medicine. Therefore, safety factors must be considered before administering any infertility treatment option.

Evidence also shows that partner support directly impacts infertility treatment outcomes. According to research, men and women who get support from their partners alleviate the burden of infertility-related stress. Couples should support each other, and partners should be involved throughout the treatment process to enhance treatment outcomes. Family and social support are also linked to significant treatment outcomes. Health care professionals should explore the social networks available to infertile patients and encourage people to seek positive support from partners and family members. Partner coping patterns must also be assessed to determine the partner’s ability to cope with the treatment processes and infertility experience.

Infertility treatment remains controversial in reproductive medicine, as researchers continue to link infertility treatment with negative outcomes. Research shows that some infertility treatment options lead to serious health effects that require additional help. For example, patients who undergo assisted reproductive treatment are at a high risk of experiencing psychiatric issues. Therefore, it is important to acknowledge and recognize the issues before assisting these patients in coping with the diagnosis and treatment of infertility.

Unsuccessful treatment efforts have also been attributed to a lack of a holistic approach to infertility. According to Gipson et al. (2020), failure to view fertility holistically has hampered the efforts to address infertility. Today, the world is witnessing adverse and novel health challenges and impeded economic development, which may significantly contribute to infertility. The efforts to treat infertility will be more successful if linked to health, economic, and social factors.

Summary and Conclusion

Infertility is a significant health issue that affects a significant population. Infertility is linked to various causes, including genes, age, health conditions, structural factors, ovulation problems, and many others. Men and women who are unable to have children undergo physical, emotional, and psychological distress in society. Health-wise, infertile people are likely to develop chronic diseases later. Researchers indicate that most infertile people have an underlying condition through infertility. Patients battling infertility are vulnerable to heart diseases, diabetes, cancer, and other chronic conditions. Apart from health effects, infertile men and women experience distress, primarily associated with a lack of acceptance. Infertile men and women are emotionally abused, stigmatized, and even abandoned by their loved ones. There are several treatment options, including medications and technology-assisted reproductive processes. However, the treatment options are associated with health and birth effects and a lack of certainty. There are also barriers to treatment, including negative perceptions, social and cultural factors, and the nature of the treatment.

Conclusion and Recommendations

It is clear that as much as there are several treatment options, infertility remains a challenging issue. Several steps must be taken to enhance treatment and avail information to enhance acceptance in society. There is a need to invest more in research to develop safer ways of preventing and treating infertility. It is also important to address barriers to treatment through education and offering social support. The myths associated with infertility treatment, such as risky pregnancies, must be done away with by availing of educative materials that will help people to embrace infertility. Healthcare professionals and other stakeholders should also focus on encouraging social support from partners and extended family members to enhance treatment outcomes by alleviating the stress and burden associated with infertility.

In general society, access to the correct information is important to ensure people accept and embrace their loved ones who are infertile instead of stigmatizing or abandoning them. It is also important to have clear reporting procedures for verbal or physical abuse among infertile men and women. Relaxation techniques have also been shown to reduce negative emotions, hence recommended to reduce anxiety among infertile men and women.

 

 

 

 

References

Alamin, S., Allahyari, T., Ghorbani, B., Sadeghitabar, A., & Karami, M. T. (2020). Failure in identity building as the main challenge of infertility: a qualitative study. Journal of reproduction & infertility, 21(1), 49.

Gleason, J. L., Shenassa, E. D., & Thomas, M. E. (2019). Self-reported infertility, metabolic dysfunction, and cardiovascular events: a cross-sectional analysis among US women. Fertility and sterility, 111(1), 138-146.

Gipson, J. D., Bornstein, M. J., & Hindin, M. J. (2020). Infertility: a continually neglected component of sexual and reproductive health and rights. Bulletin of the World Health Organization, 98(7), 505.

Gipson, J. D., Bornstein, M. J., & Hindin, M. J. (2020). Infertility: a continually neglected component of sexual and reproductive health and rights. Bulletin of the World Health Organization, 98(7), 505.

Greil, A. L., Slauson-Blevins, K. S., Lowry, M. H., & McQuillan, J. (2020). Concerns about treatment for infertility in a probability-based sample of US women. Journal of reproductive and infant psychology, 38(1), 16-24.

Murugappan, G., Li, S., Alvero, R. J., Luke, B., & Eisenberg, M. L. (2021). Association between infertility and all-cause mortality: analysis of US claims data. American Journal of Obstetrics and Gynecology, 225(1), 57-e1.

Öztürk, R., Bloom, T. L., Li, Y., & Bullock, L. F. (2021). Stress, stigma, violent experiences, and social support of us infertile women. Journal of reproductive and infant psychology, 39(2), 205-217.

Rangel, E. L., Castillo-Angeles, M., Easter, S. R., Atkinson, R. B., Gosain, A., Hu, Y. Y., … & Kim, E. (2021). Incidence of infertility and pregnancy complications in US female surgeons. JAMA Surgery, 156(10), 905-915.

Sadecki, E., Weaver, A., Zhao, Y., Stewart, E. A., & Ainsworth, A. J. (2022). Fertility trends and comparisons in a historical cohort of US women with primary infertility. Reproductive health, 19(1), 1-11.

Schlegel, P. N., Sigman, M., Collura, B., De Jonge, C. J., Eisenberg, M. L., Lamb, D. J., … & Zini, A. (2021). Diagnosis and treatment of infertility in men: AUA/ASRM guideline part I. The Journal of Urology, 205(1), 36-43.

 

 

 

 

 

 

Rubric Content and Mechanics

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Rubric Content and Mechanics

  • Rubric Content and Mechanics

50% of total grade

Mastery: Advanced or exceeds achievement

Contains thorough details by age group to represent the topic identified. Information is current.

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30

Proficiency: Clear/effective achievement

Contains sufficient details by age group to represent the topic identified. Information is current.

27.9

Competence: Adequate/basic achievement

Contains some details by age group to represent the topic identified. Information is mostly current.

25.2

Emerging: Limited or growing achievement

Details are minimal or non-existent.

 

·         Client Data

40% of total grade

Mastery: Advanced or exceeds achievement

Observation data is documented with extensive details.

24

Proficiency: Clear/effective achievement

Observation data is documented with sufficient details.

22.32

Competence: Adequate/basic achievement

Observation data is documented with some details.

20.16

Emerging: Limited or growing achievement

Observation data is incomplete.

15.6

 

·         Spelling and Grammar

5% of total grade

Mastery: Advanced or exceeds achievement

Demonstrates an exemplary application of spelling and grammar.

3

Proficiency: Clear/effective achievement

Displays proper grammar application and writing contains minimal to no spelling errors. May contain rare improper uses of words (ex., their vs. there), a misplaced modifier, or a run-on sentence, but does not detract from the overall understanding of the sentence and/or paragraph.

2.79

Competence: Adequate/basic achievement

Spelling and grammar errors occur but are inconsistent. Paragraphs and sentences are coherent but may exhibit spelling errors, run-on’s or fragments, and/or improper verb tense usage.

2.52

Emerging: Limited or growing achievement

Spelling and grammar contain substantial errors that makes sentences and/or paragraphs incoherent.

1.95

 

 

APA Style

5% of total grade

Mastery: Advanced or exceeds achievement

APA citations are free of style and formatting errors.

3

Proficiency: Clear/effective achievement

Errors in APA citations are less noticeable and do not detract from the ability to locate the original source (for example, a missing or misused comma or period, missing parentheses, author name not properly abbreviated, indentation is misaligned).

2.79

Competence: Adequate/basic achievement

Errors in APA citations are noticeable and may detract from the ability to locate the original source (for example, no title provided, year of publication is missing, no punctuation).

2.52

Emerging: Limited or growing achievement

Citations do not follow APA Style. Quotations, paraphrases, and summaries are not cited, or there is no attempt to cite them using APA style.

1.95

 

Interdisciplinary Plan Proposal

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Interdisciplinary Plan Proposal

Assessment 3 Instructions: Interdisciplinary Plan Proposal

Top of Form

Bottom of Form

  • PRINT
  • For this assessment you will create a 3 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

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The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded. Interdisciplinary Plan Proposal

Demonstration of Proficiency

    • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
      • Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
    • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
      • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
      • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
    • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
      • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
    • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
      • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
      • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Reference

Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17.

Professional Context

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Scenario

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

Instructions

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
    • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
    • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
    • Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
    • Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

    • Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 3 pages in length. Be sure to include a reference page at the end of the plan.
    • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
    • APA formatting: Make sure that in-text citations and reference list follow current APA style.

Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

  • SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

 

Roles in Advanced Nursing Practice paper

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Roles in Advanced Nursing Practice paper

Total Points Possible:  150

Requirements

  1. The Roles in Advanced Nursing Practice paper is worth 150 points and will be graded on the quality of the content, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
  2. Submit the paper as a Microsoft Word Document, which is the required format at Chamberlain University. You are encouraged to use the APA Academic Writer and Grammarly tools when creating your assignment.
  3. Follow the directions below and the grading criteria located in the rubric closely. Any questions about this paper may be posted under the Q & A Forum or emailed to your faculty.
  4. The length of the paper should be 3-6 pages, excluding title page and reference page(s).
  5. Support ideas with a minimum of 2 scholarly resources. Scholarly resources do not include your textbook. You may need to use more than 2 scholarly resources to fully support your ideas.
  6. You may use first person voice when describing your rationale for choosing the CNP role and your plans for clinical practice.
  7. Current APA format is required with both a title page and reference page(s). Use the following as Level 1 headings to denote the sections of your paper (Level 1 headings use upper- and lower-case letters and are bold and centered):

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    • Roles in Advanced Practice Nursing (This is the paper introduction. In APA format, a restatement of the paper title, centered and bolded serves as the heading of the introduction section)
    • Four APN Roles
    • Rationale for Choosing CNP Role
    • Plans for Clinical Practice
    • Role Transition
    • Conclusion

Directions

  1. Introduction: Provide an overview of what will be covered in the paper. Introduction should include general statements on advanced practice nursing roles, general statements on the role transition from RN to APN, and identification of the purpose of the paper.
  2. Four APN Roles: Describe the role, educational preparation, and work environment for the four APN roles (CNP, CNS, CRNA & CNM). Provide support from at least one scholarly source.
  3. Rationale for Choosing CNP Role: Describe your rationale for choosing the CNP advanced practice role versus one of the other roles.
  4. Plans for Clinical Practice: Discuss your plans for clinical practice after graduation. Explain how your understanding of NP practice has changed after researching the four ANP roles.
  5. Role Transition: Discuss your transition from the RN role to the NP role. Describe two factors that may impact your transition. Discuss two strategies you will use to support a successful transition from the RN to your NP role. Provide reference support from at least one scholarly source. The textbook is not a scholarly source.
  6. Conclusion: Provide a conclusion, including a brief summary of what you discussed in the paper.
ASSIGNMENT CONTENT
Category Points % Description
Introduction 12 8% Provides an overview of what will be covered in the paper. Introduction should include:

  1. general statements on advanced practice nursing roles
  2. general statements on the role transition from RN to APN
  3. identification of the purpose of the paper.
Four APN Roles 40 27% Describes the role, educational preparation, and work environment for the four APN roles

  1. CNP
  2. CNS
  3. CRNA
  4. CNM

Provides support from at least one scholarly source.
Rationale for Choosing CNP Role 15 10% Describes the student’s rationale for choosing the CNP advanced practice role versus one of the other roles.
Plans for Clinical Practice 15 10% Discusses the student’s plans for clinical practice after graduation. Explains how student’s understanding of NP practice has changed after researching ANP roles.

 
Role Transition 40 27% Discusses the student’s transition from the RN role to the NP role.

  1. Describes two factors that may impact the transition.
  2. Discusses two strategies student will use to support a successful transition from the RN to your NP role.

Provides reference support from at least one scholarly source. The textbook is not a scholarly source.
Conclusion 12 8% Provides a conclusion, including a brief summary of what was discussed in the paper.
  134 90% Total CONTENT Points= 134 points
ASSIGNMENT FORMAT
Category Points % Description
APA Formatting 8 5% Formatting follows APA Manual (current edition) guidelines for

  1. title page
  2. body of paper (including citations and headings)
  3. reference page
Writing Mechanics 8 5% Writing mechanics Follow the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual. The length of the paper is at least 3 pages but no more than 6 pages.
  16 10% Total FORMAT Points= 16 points
  150 90% ASSIGNMENT TOTAL=150 points

 

 

Nursing homework help

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Nursing homework help

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.

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  • Chapter 17, “Breasts and Axillae”

    This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.

 

  • Chapter 19, “Female Genitalia”

    In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.

 

  • Chapter 20, “Male Genitalia”

    The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas.

 

  • Chapter 21, “Anus, Rectum, and Prostate”

    This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate.

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 5, “Amenorrhea”
Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam.

Chapter 6, “Breast Lumps and Nipple Discharge”
This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam.

Chapter 7, “Breast Pain”
Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history.

Chapter 27, “Penile Discharge”
The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam.

Chapter 36, “Vaginal Bleeding”
In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis.

Chapter 37, “Vaginal Discharge and Itching”
This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies.

 

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

 

  • Chapter 3, “SOAP Notes” (Previously read in Week 8)

Mealey, K., Braverman, P. K., & Koenigs, L. M. (2019). Why a pelvic exam is needed to diagnose cervicitis and pelvic inflammatory disease. Annals of Emergency Medicine, 73(4), 424–425. https://doi.org/10.1016/j.annemergmed.2018.11.028

 

Sanchez, C., Israel, R., Hughes, C., & Gorman, N. (2019). Well-woman examinations: Beyond cervical cancer screening. The Journal for Nurse Practitioners, 15(2), 189–194.e2. https://doi.org/10.1016/j.nurpra.2018.09.005

 

Centers for Disease Control and Prevention. (2021, April 13). Sexually transmitted disease surveillance, 2019. https://www.cdc.gov/std/#

 

This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools.

 

Stakeholder Presentation

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Stakeholder Presentation

Assessment 4 Instructions: Stakeholder Presentation

Top of Form

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  • PRINT
  • For this assessment you will create an 8 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.

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As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.

You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.

Demonstration of Proficiency

    • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
      • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

<li”>Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

      • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
    • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
      • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
      • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
    • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
      • Slides are easy to read and error free. Detailed speaker notes are provided.
      • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.

Professional Context

This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

Scenario

In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.

When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

Instructions

Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
    • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
    • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
    • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
    • Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

There are various ways to structure your presentation; following is one example:

    • Part 1: Organizational or Patient Issue.
      • What is the issue that you are trying to solve or improve?
      • Why should the audience care about solving it?
    • Part 2: Relevance of an Interdisciplinary Team Approach.
      • Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
      • How will it help to achieve improved outcomes or reach a goal?
    • Part 3: Interdisciplinary Plan Summary.
      • What is the objective?
      • How likely is it to work?
      • What will the interdisciplinary team do?
    • Part 4: Implementation and Resource Management.
      • How could the plan be implemented to ensure effective use of resources?
      • How could the plan be managed to ensure that resources were not wasted?
      • How does the plan justify the resource expenditure?
    • Part 5: Evaluation.
      • What would a successful outcome of the project look like?
      • What are the criteria that could be used to measure that success?
        • How could this be used to show the degree of success?

Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

Additional Requirements

    • Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
    • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
    • APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

  • SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

 

STUDENT clementine

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STUDENT clementine

STUDENT clementine

Community health nurses are registered nurses (RNs), sometimes referred to as public health nurses trained to work in public health settings (Malcarney et al., 2017). Some public health settings in which community health nurses work include jails, schools, state departments, and businesses. They play various roles, such as medical treatment, research, health education, advocacy, and rehabilitation. Based on my clinical experiences with different community health nurses this term, the most interesting role I found was community health education. Community health education is the only role through which nurses’ impact appropriate changes in the community for health status. Through community health education, a nurse is in direct contact with the community creating the necessary changes required for a better healthcare status. Nurses play a crucial role in providing quality and integrated healthcare to citizens. This role is mainly focused on providing essential and relevant information to individuals and patients regarding their health and how to better their health status (Stanhope & Lancaster, 2019).

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​Nursing education provides people with the required knowledge to make informed decisions regarding healthcare and treatment, disease prevention, and health enhancement based on individual interests and preferences. This role mainly focuses on educating citizens and individuals on their health status rights and assessing and assisting a person’s physical, psychological, and spiritual response to that knowledge (Malcarney et al., 2017). Furthermore, through healthcare education done by nurses, the federal government can conduct or implement national healthcare initiatives to better general public health status. Therefore, community health education is the fundamental role of nurses that has the most significant contribution toward the good health status of the community. Therefore, as a nurse, I will endeavor to dedicate most of my efforts to the health education role.

 

 

STUDENT BUKOLA

Nurse Roles and Functions

The nursing function that I am most interested in is community health education. I was drawn to this role for a multitude of reasons, some of which are listed below: The primary focus of community health education is the overall well-being of a community, with efforts to identify health issues and trends in a population, as well as collaboration with stakeholders to find solutions to these issues. When a nurse provides community health education, she directly contacts the community. This interaction helps bring about the community changes necessary for a better healthcare status (EF, 2016). Providing high-quality, comprehensive healthcare to citizens is a crucial role for nurses. It is the primary responsibility of this role to give individuals and patients with critical and relevant information about their health and how to improve their health status. Individuals who receive a nursing education are equipped with the knowledge and skills necessary to make informed decisions about their healthcare and treatment, illness prevention, and health enhancement based on their interests and preferences and the interests and preferences of other individuals. Citizens and individuals are taught about their rights regarding their health situation. They are assessed and assisted in reacting to that information on a physical, psychological, and spiritual level, which is the primary responsibility of this role. Nurse education helps nurses encourage their patients to practice self-care and self-empowerment and reduce their reliance on healthcare systems by providing them with the knowledge and skills (Mckenzie, Pinger, & Seabert, 2016). Because of the healthcare education offered by nurses, the federal government can develop or implement national healthcare initiatives to improve the overall health condition of the general public. This is made possible by the funding provided by the federal government.

 

 

Evidence Based Inquiry for Scholarship and Practice-MSN563

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Evidence Based Inquiry for Scholarship and Practice-MSN563

 

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Project Purpose Statement, Background, Significance, and the PICOT Clinical Formatted Clinical Project Question

                                                                             

 

 

College of Nursing and Health Science

Evidence Based Inquiry for Scholarship and Practice-MSN563

November 30th, 2020

 

 

 

Can hourly rounding reduce falls, injuries and healthcare associated infections?

              Patient safety in healthcare facility is affected by injuries, falls, and healthcare associated infections. These problems interfere with the quality of the healthcare services that are supposed to be received by the patients. Nurses employed in long-term care like the medical-surgical units are always under pressure to provide healthcare services and to improve the safety of the patients. The majority of the patients in medical-surgical units are elderly and most of them are older than 65 years. These populations are therefore exposed to the risk of falls and injuries (Daniels, 2016).

Project purpose Statement

            The purpose of the capstone project is to focus on the effects of the hourly rounding on the safety of the patients. The procedure of the hourly rounding considers positioning area, the proximity of the personal items, bathing, and pottying. Informing the patients about the role of the nurses is important in improving the comfortability that is needed by the patient. Making the patients aware of the work and the intention of the nurses is helping in reducing the level of stress especially when there is no nurse around. It also assists in reducing the patients’ need for ambulance thus reducing the risk of falls (Flynn et al., 2016). 

Background

            In healthcare facilities, elderly patients are exposed to a higher level of stress as a result of the rising healthcare conditions, treatment, nursing care they require. Nurses are also not free from these problems since they are socially and emotionally affected by the increased level of responsibilities. The elderly patients in the medical-surgical units experienced a decrease in their ability to perform the general ADLs. This, therefore, implies that in addition to the provision of nursing care to the patients, nurses help patients to meet their basic needs such as repositioning, eating, and elimination. The lack of information about the routines in the medical-surgical units increases assistance seeking by the patients thus increasing the nursing. This problem, therefore, requires evidence-based interventions to ensure that there is an improvement in the safety of the patients. One of the interventions that are considered effective in dealing with the above issues is hourly nursing rounding (Gormley, et al., 2019).

Significance of the problem

            The process of dealing with the problem presented in this case i.e. safety of the patients is important in revealing some of the pressing issues that patients and the nurses are facing concerning safety. In the healthcare facilities especially medical-surgical units, patients are at higher risks of falls, nosocomial infections, and pressure ulcers. The process of dealing with these issues requires effective strategies which must be implemented fully or the goal of achieving the patients’ safety is realized (Brosey & March 2015).

            Addressing some of the issues that affect the safety of the patients is helping in revealing other forms of challenges that are faced in having effective strategies of addressing the issues such as falls, injuries, and nosocomial infections among others. It reveals some of the barriers that nurse managers are facing when it comes to the provision of the necessary resources and support required for the successful implementation of the intervention (Al Kuwait & Subbarayalu, 2017).

            Usually, healthcare facilities are faced with the problems of a low nurse-to-patient ratio. This makes the implementation process of the intervention such as hourly nursing rounding to be unsuccessful in addressing the problem of the patients’ safety. When nurses are faced with an increased workload, it makes it hard to handle every need of the patients thus exposing patients to danger as a result of lack of emergency attendance. Therefore, this is significant in informing about the need to have an increase in the number of nurses to help in ensuring that the hourly rounding intervention is fully implemented to meet the needs of every patient (Daniels, 2016).

The possible impact of the project on the anticipated outcome of the betterment of health and or health outcomes

            One of the most important effects of the successful implementation of the intervention is the overall reduction in the rates of falls. The reduced rate of falls implies that the safety of the patients is improving. It is also related to the drop in the healthcare cost since there need for the readmission for the fall-related injuries would not be there. It is also expected that the hospital reputation would be improved since the reported rising cases of hospital readmission, morbidity, and mortality associated with injuries, falls, and hospital-acquired infection would no longer be the case or concern. This is likely to benefit healthcare facilities due to the possibility of having an increase and continuous flow of reimbursement from the Centers for Medicaid and Medicare (CMS) (Brosey & March 2015).      

            The intervention is also addressing the patients’ anxiety since it creates a proactive and regular checking of the patients which ensures that nurses are always closer and present near the patients. Usually, patients are emotionally affected in the absence of the nurses and this interferes with the patients’ healing process. The implementation of the intervention, therefore, helps in the promotion of the coping skills that are helping in the successful healing process of the patients (Brosey & March 2015).

            The implementation of the intervention is helping in ensuring that the needs of the patients are met. Some of the important patients’ needs such as bathing, pottying, positioning, control of the pain, and the proximity to the necessary items are addressed by the hourly nursing rounding. The intervention helps in creating a structured format that assists in ensuring that the needs of the patients are met (Gormley, et al., 2019).

PICOT Formatted Clinical Project Questions

            Population: the targeted population is elderly individuals admitted to the medical-surgical units 60 years and older. The patients have a reduced ADLs, therefore, they rely mostly on the help of the patients for their bathing and pottying. These demands expose these patients to stressful situations due to the absence of the nurses in their units. The overdependence on the nurses implies that patients have to rely solely on nurses for their daily needs.

            Intervention: the intervention to be implemented is focused on the hourly nursing rounding to ensure that the needs of the patients are addressed for their safety. The majority of the nurses in these units are exposed to the risk of falls and injuries when they attempt reaching out to their items, pottying, and bathing. Therefore, the intervention would be important in ensuring that the patients are assisted with these needs.

            Comparison: the proposed intervention is compared to the non-scheduled rounding of the nurses.

 Outcome: the anticipated outcome is the reduction in falls, injuries, and nosocomial infection thus assisting in the achievement of patients’ safety.

            Time: the implementation of the program is expected to take at least six months for the implementation with the medical-surgical units.

 

 

References

Al Kuwait, A., & Subbarayalu, A. V. (2017). Reducing patients’ fall rate in an Academic Medical Center (AMC) using Six Sigma “DMAIC” approach. International journal of health care quality assurance. https://doi.org/10.1108/IJHCQA-03-2016-0030

Brosey, L. A., & March, K. S. (2015). Effectiveness of structured hourly nurse rounding on patient satisfaction and clinical outcomes. Journal of Nursing Care Quality, 30(2), 153-159. http://doi:doi:15505065.

Daniels, J. F. (2016). Purposeful and timely nursing rounds: a best practice implementation project. JBI Evidence Synthesis, 14(1), 248-267. http://doi:10.1097/NNA.0000000000000101

Flynn, F., Evanish, J. Q., Fernald, J., Hutchinson, D. E., & Lefaiver, C. (2016). Progressive care nurses improving patient safety by limiting interruptions during medication administration. Critical Care Nurse, 36(4), 19-35. https://doi.org/10.4037/ccn2016498

Gormley, D. K., Costanzo, A. J., Goetz, J., Israel, J., Hill-Clark, J., Pritchard, T., & Staubach, K. (2019). Impact of nurse-led interprofessional rounding on patient experience. Nursing Clinics, 54(1), 115-126. https://doi.org/10.1016/j.cnur.2018.10.007

 

 

Nursing homework help

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Nursing homework help

DQ1
Melissa Ball

I would say one of my personal strengths regarding professional presentations is I am a people person and would say I have fairly good communication skills. Before I was a nurse I was a waitress/manager for about 16 years so I would say that helped me a little in my communication skills. But one of my weakness is when I get nervous I kind of ramble my words and they don’t make sense. “Presentation skills are crucial to almost every aspect of academic/business life, from meetings, interviews and conferences to trade shows and job fairs” (Dolan, 2017). A method for improvement could be identifying what type of speaker I am for example, an avoider, resister, accepter, or seeker (Dolan, 2017). A method for improvement would be for me to work on my delivery method and to assess my audience. By working on the delivery delivery method and assessing my audience would help me keep from getting nervous and then start to ramble when presenting in the more formal setting.

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Reference

Robert Dolan, Effective presentation skills, FEMS Microbiology Letters, Volume 364, Issue 24, December 2017, fnx235, https://doi.org/10.1093/femsle/fnx235

 

 

DQ1

Panna Panchal

 

I did not do many presentations in the state, not because I couldn’t but because of my accent and lack of academic speaking. I usually don’t get easily anxious to speak in public or with peers. However, I will feel a little nervous. According to Wellstead et al., Delivering an oral presentation at conferences and meetings can seem daunting, but, if delivered effectively, it can be an invaluable opportunity to highlight the presentation in front of peers and receive feedback on the project (Wellstead et al., 2017). I am always worried if I mispronounce any words because I have been there before when people laughed and thought it was funny. That is my weakness. My strength is knowledge, years of experience as a nurse taught me so much when I mostly have an answer for every question for skilled related nursing, and if I don’t know something, I always make sure to find out right answer and get back to the person. Nursing homework help

I read my PowerPoint repeatedly, and I will present in front of my family and let them ask me questions and discuss how I can improve myself to be more perfect. Having rehearsed a few times, I will be more confident. I will recite words that might have more accent, so I speak out without an accent. I will keep eye contact with my viewers, give pauses, keep my enthusiasm high and be funny to keep my audience engaged during the presentation. I will improve better after repeating before going to the actual presentation.

Reference. 

Wellstead, G., Whitehurst, K., Gundogan, B., & Agha, R. (2017). How to deliver an oral presentation. International journal of surgery. Oncology, 2(6), e25. https://doi.org/10.1097/IJ9.000000000000002

 

DQ1

 

Kayla Machingo

It has been a while since I have stood in front of an audience and presented a PowerPoint Presentation. When I was in my senior year of high school and freshman year of college, I used to complete presentations for the city regarding providing safe travels for students in the evening through an organization called Safe Rides. At this point in time, I felt like I was great at standing in front of a large audience and providing information. Overall, I would say that my personal strength with professional presentations is that I am a people person with a bubbly attitude. Therefore, chatting with the audience and keeping them entertained does not scare me nor do I find it particularly difficult. I think my biggest weakness is being nervous about other people’s thoughts towards to my presentation. To improve this fear, it is important for me to adjust the environment to my liking (get comfortable in my space), get to know the audience more personally by greeting them, working on deep breathing exercises and avoid covering too much information in a short time frame (Kim, 2021). It is important for me to work on these skills as it will make the presentation more smooth, more personable, and more appealing. I will be working on these skills this week prior to my presentation.

 

Reference

 

Kim, L. (2021). 20 Ways to improve your presentation skills. https://www.wordstream.com/blog/ws/2014/11/19/how-to-improve-presentation-skills

 

DQ2

Virginia Gallardo

From past experiences, I can tell that sustaining a change can be difficult. As much as we understand and value all of the benefits of Evidence Based-Practice (EBP), sustaining EBP is not straightforward, and many barriers inhibit individuals from consistently implementing EBP, including inadequate skills and knowledge (Sharplin et al., 2019). A common barrier in sustaining EBP includes insufficient time for teaching new practices to the staff. This is a barrier I have witnessed with previous changes. Project leaders will provide education once and never revisit the topic. This leaves staff with unanswered questions or doubts about the change, leading to staff either not implementing or sustaining the change. Having multimodal communication channels is also essential such as bulletin board flyers, e-mails, and staff meeting discussions (Sharon et al., 2020). Project leaders can use these channels to disseminate information on the change proposal and ensure sustainability over time. 

Other barriers include a lack of resources or organizational support. Some practice changes will require financial support, which can come from various stakeholders like unit directors. Unit leaders not only provide financial support but also reinforce goals, influence change, and monitor clinical outcomes. Over time staff can forget about the change and may revert to previous practice, and thus it is essential to have champions of change who will support the project. Charge nurses were designated champions of change with one of our more recent projects. Their role was to assess whether or not the staff was adopting the change in practice. When they identified that nurses were not adopting the change, they were responsible for providing education on why the practice is necessary. 

 

References

 

Sharplin, G., Adelson, P., Kennedy, K., Williams, N., Hewlett, R., Wood, J., Bonner, R., Dabars, E., & Eckert, M. (2019). Establishing and Sustaining a Culture of Evidence-Based Practice: An Evaluation of Barriers and Facilitators to Implementing the Best Practice Spotlight Organization Program in the Australian Healthcare Context. Healthcare (2227-9032), 7(4), 142. https://doi-org.lopes.idm.oclc.org/10.3390/healthcare7040142

 

Tucker, S. J., Gallagher-Ford, L., & Jang, E. (2020). EBP 2.0: Implementing and Sustaining Change: The Evidence-Based Practice and Research Fellowship Program. American Journal of Nursing, 120(2), 44. https://doi-org.lopes.idm.oclc.org/10.1097/01.NAJ.0000654320.04083.d

 

 

 

 

Week 11: Journal Essay

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Week 11: Journal Essay

 

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Week 11: Journal

During the time frame under consideration, I’ve grown as a practitioner. It hasn’t been a time of total career development for me. For starters, I need some guidance in detecting clinical indications and symptoms of mental illness and distinguishing between pathophysiological and psychopathological problems, among other things. In order to improve my mental state evaluation competence and self-confidence, it’s abundantly evident to me as well as my diagnostic and psychotherapy treatment planning abilities. In this sector, I believe that these talents will be learned and strengthened via regular practice and investment of time, all of which is required for education.

I believe I’ve shown the ability to work ethically and legally within the bounds of my profession, to set and enforce professional limits, and to recognize and resolve ethical and legal difficulties. As significant as these milestones are, they are just a small part of the broader process of becoming the professional and practitioner that I aim to be. Aspiration and retaining my vision that this is a journey that does not take place quickly in the sense that without exerting any effort I will one day wake up becoming all that I want to be are of crucial significance to me. That’s not going to happen at all, period.

As a newbie, there are some areas where I need to focus my time and energy on learning the proper screening tools, making appropriate referrals, and documenting my findings. As a result, I’ve prioritized them as the areas in which I have the most room for improvement in my work life.

“difficult” patients in each of the three examples presented a problem since they resisted giving me with the knowledge, I required to accomplish my job. Once again, this is a skill that can be developed with time and practice, and I have faith that they will always tell me what I want to know if I know how to ask for it. No issue or flaw can be resolved unless it is recognized and accepted as such, I believe. To put it another way, I intend to put all of my resources, time and effort to improve these highlighted flaws and realizing that this is all part of the process of becoming the person I want to be in the future. To that end, I’m going to make a diagnosis and ask for input as soon as possible; I’m going to work hard to document every patient interaction accurately, again asking for input as soon as possible; and I’m going to learn more about medications, their mechanisms, and any possible contraindications so that I can better prescribe them.