Health Care Policy WR11

Health Care Policy WR11

Assignment

 

(Note from me: you have already help with the main part of the assignment. The part that I want you to work on now is to help me responds to two post from to different colleagues. I have attached their post so read it and give a respond to their post. Just a page or less will be fine as long as it meets the discussion)

 

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  • As greater attention has been focused on systemic bias and racism, what should nurses do—as individuals and through our organizations—to address the impact of bias and racism on patients and our colleagues?
  • What kinds of policy proposals or initiatives should we advocate for that could make a difference in addressing bias and racism in health care? Health Care Policy WR11

 

 

Responses Due: Sunday by

  • Respond to at least (2) of your colleague’s postings over the course of the week to continue the dialogue.

 

 

 

 

 

DISCUSSION POSTER 1

Implict bias is known to be conscious awareness that lead to a negative evaluation of a person on the basis of irrelevant characteristics such as race or gender (FitzGerald & Hurst, 2017).  In regard to systemic bias and racism, I believe that nurses should make it their priority to be self aware to avoid these situaitons and “self-check” themselves. Implicit bias in healthcare systems has been going on for quite a while, and as devil’s advocate sometimes it is unintentional. Often times this occurs due to people’s belief’s and morals, but in the health care systems it is very important to remember that the patient’s care and needs are our priority when we are in the role of nurse (ANA,2020).

I believe that equal right initiatives should be in place so that bias is not tolerated towards the patients as well as staff including nurses and other health care professionals. Often times I see in the workplace that patient equality is vouched for, but I do not see much staff equality initiatives. Nurses tend to be overlooked in many areas, they received a lot of racism, and bias from patients but are still expected to withstand several kinds of disrespect. The situation is a slippery slope in comparison, but awareness and education is a start. As I always say the best way to solve a problem is to make sure that you are not contributing, if everyone incorporates that mindset I believe progression will be made.

ANA (2020). The American Academy of Nursing and the American Nurses Association Call for Social Justice to Address Racism and Health Equity in Communities of Color

FitzGerald, C., & Hurst, S. (2017). Implicit bias in healthcare professionals: a systematic review. BMC medical ethics18(1), 19. https://doi.org/10.1186/s12910-017-0179-8

 

 

 

 

 

DISCUSSION POSTER 2

 

As individuals, nurses can first examine their own implicit biases. Evaluating these biases is a necessary step in providing patient care that is both culturally appropriate and free from discrimination. Nurses should foster environments that are welcoming and supportive of all. In addition to addressing biases, nurses should also acknowledge and respect differences. One common issue I’ve seen while in the clinical setting is the denial that there are differences, whether cultural or other among patients. I believe that differences must be seen and appreciated to provide appropriate nursing care. One of our readings this week states, “…some U.S. clinicians proclaim that they “don’t see color.” But color must be seen. By looking through a racially impervious lens, clinicians neglect the life experiences and historical inequities that shape patients and disease processes” (Evans et al., 2020). To provide care that actively combats discrimination, nurses must recognize the history of racism in health care. “To carry out these duties, physician-citizens must recognize the harm inflicted by discrimination and racism and consider this environmental agent of disease as a vital sign — alongside blood pressure, pulse, weight, and temperature — that provides important information about a patient’s condition” (Evans et al., 2020). Nurses can advocate for patients’ needs and should speak up if they see discrimination occurring. “Medical skill has allowed us to respond rapidly to a novel virus to save lives; we must also use our expertise to address racism and injustice and to protect vulnerable people from harm” (Evans et al., 2020).

Our organizations can begin to address systemic bias and racism by focusing on what our lecture this week mentioned: diversity, equity, and inclusion. Organizations can include more representation in advanced leadership roles. Health care organizations can also implement trainings to combat bias and racism in the clinical setting. The article, Understanding and Addressing Racial Disparities in Health Care, states “There is also a need for intensive and systematic educational campaigns about the problem of racial inequities in health care. The awareness levels of the public and professional community, especially the medical community, must be raised” (Williams & Rucker, 2000). Nurses and nursing organizations must recognize the crucial role nurses play in fighting systemic racism and bias.  The American Nurses Association (ANA) and the American Academy of Nursing’s statement from 2020 asserts, “The nursing profession, as leaders of compassionate care, upholds the highest commitment to achieving health equity and combating discriminatory actions” (ANA, 2020).

One initiative that should be advocated for is an increase in the role of minorities in healthcare. According to Diagnosing and Treating Systemic Racism, by Michele Evans et al., “Black patients, who are already affected by health inequities and impaired health care access, have a much lower chance than white or Asian-American patients of finding a racially concordant physician. Correcting this disparity requires bringing more black people into the medical workforce, beginning with early messages sent to black children about their abilities and possible careers, and working to remove racial bias all along their educational path” (Evans et al., 2020). The need for this is seen with research, “Other research shows that in a world still shaped by systemic racism, black patients are more likely to trust, and heed the advice of, black physicians: a randomized, controlled trial found that black men assigned to a racially concordant doctor sought more preventive care than those assigned to a racially discordant one” (Evans et al.,2020). Overall, there is much to be done in combating bias and racism in healthcare, and I believe that as nurses we can have a direct positive impact. Health Care Policy WR11

 

References:

ANA (2020). The American Academy of Nursing and the American Nurses Association Call for Social Justice to Address Racism and Health Equity in Communities of Color

Evans, M. K., Rosenbaum, L., Malina, D., Morrissey, S., & Rubin, E. J. (2020). Diagnosing and treating systemic racism. New England Journal of Medicine383(3), 274–276. https://doi.org/10.1056/nejme2021693

Williams, D. R., & Rucker, T. D. (2000). Understanding and addressing racial disparities in health care. Health care financing review21(4), 75–90.

 

 

 

 

DISCUSSION POSTER 3

As greater attention has been focused on systemic bias and racism, healthcare professionals and the organizations that support them continue to seek ways to address the impacts of inequality on patients and colleagues.  The unjust killings of Black and Brown people as well as higher rates of COVID-19 within these communities, have highlighted the need for social justice reform that addresses racism and realigns structures to enable the attainment of better health regardless of race, ethnicity, and gender (ANA, 2020). “The nursing profession must uphold the highest commitment to achieving health equity and combating discriminatory actions” (ANA, 2020). The first step for nurses to address this issue on an individual level is to start by checking our own biases.  We can become more conscious of our biases when we push ourselves to not only take time for self-reflection, but also utilize the tools available to us to fully do the work needed to create change.  An example of this would be using the IMPLICIT acronym. This stands for Introspection, Mindfulness, Perspective-taking, Learn to slow down, Individuation, Check your messaging, Institutionalize fairness, and Take two (FPM, 2019).  Doing work on an individual basis means that even if we can’t change the social determinants of health for any individual patient in each encounter, we can think more deeply about how they affect what the patient can and can’t do and tailor the patient’s care accordingly (Evans et al., 2020). Additionally, it is important to speak openly with colleagues, family and friends about race and ethnicity. As noted in one of our articles this week, color must be seen (Evans et al., 2020). By pretending that race does not exist, clinicians neglect the life experiences and historical inequities that shape patients and disease processes (Evans et al., 2020). When providers attempt to ignore the problem, they may unintentionally feed the structural racism that influences access to care, quality of care, and resultant health disparities (Evans et al., 2020).

At an organizational level, it is essential that we create and sustain cultures of understanding, belonging, open dialogue, and inclusion in workplaces, within healthcare and in the communities we serve (ANA, 2020).  An organization’s commitment to addressing bias is a meaningful starting point to make lasting change. This commitment needs to be put into action at all levels of the organization. This includes making an intentional and planned effort to diversify the medical workforce, engaging young students early in science and math, introducing diverse young students to a variety of possible careers in healthcare and working to remove racial bias all along the educational path (Evans et al., 2020). Nurses can advocate for policies at the local, state, and national level that address health equity, which will not only improve well-being now, but also continue to lay the foundation for better health in the future (ANA, 2020). US states have a long history of contributing to racial oppression, from the Jim Crow era to the contemporary racism evident in policies and practices such as voter disenfranchisement and mandatory minimum sentencing (Hardeman et al., 2022).  An emerging line of research finds that state-level structural racism is associated with higher rates of infant mortality, myocardial infarction, functional limitations, depression, higher body mass index, and worse self-rated health among Black people (Hardeman et al., 2022). As a policy priority, more attention is needed in future research to examine specific practices that create and worsen structural racism across domains (Hardeman et al., 2022). Effective policy and authentic antiracist research must engage the affected community and efforts to create measures of structural racism should be informed by community-based participatory research and public health critical race praxis principles (Hardeman et al., 2022). With sustained efforts, nurses can be change agents by responding to racism when they experience or see it occur, building an understanding of implicit and unconscious bias at an individual, organizational and policy level could contribute to greater inclusivity in healthcare.

References

American Academy of Nursing (ANA). (2020). The American Academy of Nursing and the American Nurses Association Call for Social Justice to Address Racism and Health Equity in Communities of Color. https://higherlogicdownload.s3.amazonaws.com/AANNET/c8a8da9e-918c-4dae-b0c6-6d630c46007f/UploadedImages/Academy_ANA_Joint_Statement_on_Stigma_and_Discrimination_FINAL_8_4_20.pdf

Evans, M., Rosenbaum, L., Malina, D., Morrissey, S., & Rubin, E. (2020). Diagnosing and Treating Systemic Racism. The New England Journal of Medicine, 383(3), 274–276. https://doi.org/10.1056/NEJMe2021693

Hardeman, R., Homan, P., Chantarat, T., Davis, B., & Brown T. (2022). Improving The Measurement Of Structural Racism To Achieve Antiracist Health Policy. Health Affairs. 41(2), 179-186. https://doi.org/10.1377/hlthaff.2021.01489

 

Annotated Bibliography

Annotated Bibliography

How to Write an Annotated Bibliography

An annotated bibliography includes a 1-paragraph summary and evaluation of each of the sources. Please do the following: Annotated Bibliography

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  • Cite: Start with an APA citation for each source.

 

  • Summarize: What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say?

 

 

  • Assess: Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is it this source biased or objective? What is the goal of this source?

 

  • Reflect: Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic? Annotated Bibliography

 

 

 

Why should I write an annotated bibliography?

  • To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you’re forced to read each source more carefully. You begin to read more critically instead of just collecting information.
  • To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So a very important part of research is developing a thesis that is debatable, interesting, and current. By reading and responding to a variety of sources on a topic, you’ll start to see what the issues are, what people are arguing about, and you’ll then be able to develop your own point of view.

 

 

 

Here is a color-coded SAMPLE which does each of the four things listed above:

Schmidt, J., & Hashimoto, J. (1994). Polls and public

opinion.  Retrieved from http://www.newyorktimes.com

 

Schmidt and Hashimoto tested the hypothesis that poll results on political issues shape public opinion. Schmidt and Hashimoto conducted surveys and interviews of one hundred college students, half male, half female, and the study revealed that subjects were most likely to be influenced by opinion polls if they did not know much about the issues and/or they had no strong pre-existing personal views on the issues.

This study is relevant to one of my leading research questions: Just how much power does the U.S. media have to influence public opinion on political issues? Given the small sampling limited to college students, this study is hardly conclusive, nor representative of the American public at large. Yet Schmidt and Hashimoto’s study suggests that some of the population may be immune to media influence, particularly if they have studied the issues and formed their own conclusions.

I can use this in my essay to support the idea that media influences are limited and not necessarily the cause of individual behavior or social patterns of behavior.

Nursing homework help

Nursing homework help

Article

One must appropriately organize qualitative data collecting for analysis if she wants it to be effective. This planning is nearly as crucial as studying. When oral responses aren’t correctly assigned to their subject or placed under the appropriate focus group, it’s easy to get lost in a sea of them. Nursing homework help

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There are many ways to get tripped up when dealing with unstructured data, so it is important to plan.

These strategies include:

1. Develop a data tracking system.

Data collection and management for major projects necessitates collaboration among many members of a research team. Depending on the study, anything from sources to dates, interviewer, interviewee, coordinator, transcriber, translator (per diem), and even places are considered (Guest, G., Namey, E. E., & Mitchell, M. L, 2013). Nursing homework help

To avoid contradicting feedback during compilation, there must be a continuous flow of accounts and events. You must devise a system that allows you to track all data acquired from fieldwork through compilation, considering all sources and context. It’s critical to set up a tracking system that’s tailored to the data, complete with names, locations, and dates.

2. Choose and follow a clear file naming system.

The ability to recognize someone is crucial. Give your data a name and an identity. Name your data categorically, depending on the system you’re using. You might also name main categories by grouping related concepts together. And what better method to keep track of your data than to use a consistent file name system (Briney, K. 2015).

Your data will be properly grouped, accessible, and easy to work with in this manner. If the study was about drinking habits among males aged 12 to 18, for example, the file name may be age group. So, from the ages of 12 to 18, seven file names will be created, each including all of that age group’s findings.

Working with what’s relevant to your data is a good place to start.

References.

Briney, K. (2015). Data Management for Researchers: Organize, maintain and share your data for research success. Pelagic Publishing Ltd.

Guest, G., Namey, E. E., & Mitchell, M. L. (2013). Collecting qualitative data: A field manual for applied research. Sage.

(Please write a response to the article above using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way.)

Evidence-Based Practice Inquiry

Evidence-Based Practice Inquiry

Module2

Weeks 3-4

Topic Assigned Content/Readings

 

Assignments/Due Dates
 Week 3

 

 

Models to Guide Implementation and Sustainability of EBP

 

 

Evidence-Based Practice Inquiry

 

 

 

 

 

 

 

 

 

 

 

Evidence-Based Practice

Models

 

 

 

Critically appraising the evidence

 

 

 

 

ReadMelnyk & Fineout-Overholt  Ch. 14

 

Review APA Chapters 1-8

 

 

Assignment:Chose a EBP model that aligns with your PICO(T)and Complete Research Model Worksheet

Instructions:After reading Chapter 14 in Melnyk & Fineout-Overholt. Review the following models and choose one that best fits your PICO(T), the organization where you work or where you would implement the PICO(T):

IOWA Model of EBP, John Hopkins Nursing Process for EBP,Stetler Model of EBP, Stevens Start Model, Clinical Scholar Model, PARIHS Elements and Sub-elements, and ARCC Model

Once you have chosen your EBP model complete the Research Model worksheet found in this module.  This will guide your EBP study based on your specific PICO(T) ( and will be included in your  Research Paper) Please complete this worksheet using APA 7th ed format .

Review the following in Module 2 to provide guidance and examples in further detail:

Research Model Worksheet

Research Model Example

 

 

Submit Research Model Worksheet to the drop box Sunday by 11:59pm

 

 

 

Quizzes Due:

No quiz due this week

 

Discussion:

No discussion due this week

 

Assignment: Submit Research Model worksheet to drop box Sunday by 11:59

 

 

 

 

 

 

 

Week  4

 

Quantitative and Qualitative Evidence 

 

 

 

Critically appraising the evidence

 

Technical Writing

 

 

 

 

 

 

 

Professional Writing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ReadMelnyk & Fineout- Overholt Chapters 5, 6,17. 18

 

Review: Literature Review Content found in Module 2

 

Read: Differences between qualitative and quantitative articles handout found in the content area of Module 2.

 

Discussion:  Using the MSU library data baseidentify one Quantitative  and one Qualitative article for your PICO (T) that demonstrates support your desired clinical question/intervention outcome and complete a literature review table for those articles . Answer all discussion questions for this section.

 

Make sure to continue to add articles from searches to the Database Research Table.

 

Assignment: Follow the Literature Review Rubric and Instructions and complete the Literature Review Template for your Quantitative and Qualitative articles as part of your discussion for week 4.

 

 

Looking ahead: Week 5 is when the first draft of Research Review (Part 1)

 

 

 

Quizzes Due:

No quiz due this week

 

Discussion:

Initial responsesdue Wednesday by 11:59pm. Response to 2 peers and self-grading quiz due by Sunday at 11:59pm

 

Assignment:Submit your literature review template to the dropbox by Sunday at 11:59pm

 

 

 

 

 

 

 

Research Utilization Model

Student Name__________________________

Name of Model:

Iowa Model of Evidence-Based Practice to Promote Quality Care

Citation: (Ciliska et al., 2011, pp. 251-254).

Research Question / PICO(T)

In individuals undergoing elective total joint arthroplasty, how does preoperative placement of indwelling urinary catheters versus postoperative intermittent urinary catheterization affect urinary tract infections postoperatively?

Explanation of model and application to research question/ literature review paper

The Iowa Model of Evidence-Based Practice to Promote Quality Care (Ciliska et al., 2011, pp. 251-254) begins by formation of an evidenced based practice question. Then individuals from all departments or areas that may be impacted are gathered as a panel.  The evidenced based question guides the panel’s review of the current literature. Based on those findings, recommendations are made to implement a change in practice (Ciliska et al., 2011, pp. 251-254).  In gathering a panel and jointly formulating recommendations, all departments and areas are able to have a voice.  This process helps develop ownership in the practice change and ensures a continuum of investment by the group in the process.  Once a recommendation for change is reached, a pilot for change is initiated (Ciliska et al., 2011, pp. 251-254).  Strengths and weaknesses of the recommended change are noted during the pilot.  These findings are brought back to the original panel when the pilot is finished for evaluation.  According to Ciliska et al. (2011), the panel reviews the findings and decides how to enact the change system wide if the pilot was successful.  The panel can modify the change and send it back into another pilot if the findings were mixed.  Rejection of the findings can also be a result of the pilot, which will begin the process over from the literature review and choosing a different practice change (Ciliska et al., 2011, pp. 251-254).

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The research review will use the above evidence-based question in conjunction with the Iowa Model of Evidence-Based Practice to Promote Quality Care to guide the nursing practice change.  The proposed panel should consist of representation from the surgical care ward, the post-anesthesia care unit, the intra-operative nurses and the orthopedic surgeons.  The research included in this paper will provide the foundation for the panel to make recommendations to answer the research question and formulate an evidenced based practice change.

 

Reference

Ciliska, D., DiCenso, A., Melnyk, B.M., Fineout-Overholt, E., Stetler, C., Cullen, L., Larrabee, J.H., Schultz, A.A., Rycroft-Malone, J., Newhouse, R.P., & Dang, D. (2011). Models to guide evidence-based practice.  In H. Surrena (Ed).  Evidence-based practice in nursing & healthcare: a guide to best practice (2nd ed.).  (pp. 251-254).  Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins

 

 

Nursing homework help

Nursing homework help

Consider the following scenario:

As a DNP-prepared nurse working in a rural clinic, you have a large population of patients with type 2 diabetes whose HbA1c levels are greater than 7% and body mass index (BMI) is over 30. You design a 9-month practice change project to impact these values.

Based on an exhaustive search and appraisal of research studies, you select an evidence-based intervention—diabetic self-management education (DSME)—to translate to your local rural clinic. Nursing homework help

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The evidence-based intervention includes exercise, healthy eating, and understanding the importance of regular blood glucose monitoring.

Before implementing the intervention, you retrieve aggregate data from 3, 6, and 9 months from medical records prior to the intervention being implemented. Data included HbA1c levels, BMIs, and numbers of patients with uncontrolled HbA1c. You also collected demographic data. Nursing homework help

You collect the same data at 3, 6, and 9 months after implementation of the evidence-based intervention (DSME).

Pre-implementation and post-implementation data include the following.

 

As a DNP-prepared nurse, you will analyze descriptive statistics, such as measures of central tendency and variability, to describe outcomes of a practice change project. Reflect upon this scenario and the data presented. What conclusions would you make at the end of this practice change project? What recommendations would you make to stakeholders for continuing the diabetes self-management education (DSME) program based on these results?

In order to respond to this discussion question, you will first need to complete the following calculations and consider responses to your analysis of the descriptive statistics.

  1. Perform the following calculations:
    • Based on the data set provided, calculate the average percentage of patients with uncontrolled diabetes (HbA1c>7) both pre-implementation and post-implementation.
      • Pre—implementation —90% have uncontrolled Diabetes
      • Post —-implementation—50% have uncontrolled Diabetes
    • Next, calculate the mean pre-implementation and post-implementation HbA1c values for patients involved in this practice change project.
      • Mean pre—implementation—7.96
      • Mean post—implementation—7.5
    • Now calculate the pre-implementation and post-implementation median score of HbA1c levels.
      • Median pre—7.65       Median post—7.0
    • Next, calculate the pre-implementation and post-implementation standard deviation of HbA1c levels of patients involved in the practice change project. The standard deviation will determine the spread of increase or decrease in HbA1c levels.
      • Preintervention 1.4 postintervention 1.4
    • Finally, calculate the pre-implementation and post-implementation range of HbA1c levels. If no outliers exist, the range will determine how close together HbA1c levels are in the patients involved.
      • Preintervention 5 postintervention 4.9
  1. Based on your analysis of the descriptive statistics, what determinations related to the mean HbA1c levels following implementation of the evidence-based intervention can be made?
  2. As you reflect upon HbA1c levels, you observe that patient #10 HbA1c levels are an outlier. What does this do to your understanding of the data?

 

Nursing homework help

Nursing homework help

Coxiella burnetti
Background

The life cycle of Coxiella burnetii wasn’t described until 1981, although the bacterium had been recognized more than 40 years earlier. Observations made by many researchers were finally assembled to show that this bacterium has a more complex life cycle than most. See if you can propose a life cycle for this bacterium from the information provided. Nursing homework help

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Coccoid and bacillary forms of Coxiella burnetii were first described in 1938. Subsequently, other researchers described round particles that passed through bacteriological filters (0.45 µm) and were capable of infecting guinea pig cells.

In 1981, electron microscopy studies of Coxiella revealed a large cell variant (LCV) and a small cell variant (SCV). The LCV has inner and outer membranes separated by a periplasm containing little peptidoglycan. The SCV lacks a periplasm and has a large peptidoglycan layer. LCVs develop a dense area in the periplasm at one end of the cell when nutrients are depleted or the pH increases. This area contains DNA and ribosomes.

In one study, suspensions of C. burnetii were put in distilled water, exposed to sonication (high-frequency vibration used to disrupt cells), and incubated at 45° C for 3 hr. Only SCVs were present after this treatment. Coxiella undergo binary fission in a host cell phagolysozyme. LCVs metabolize and divide more rapidly than SCVs.

* Please be sure to submit your answers to the following questions as an attachment to the dropbox within this week’s assignment section.

  1. Propose a life cycle for Coxiella. Nursing homework help

 

 

 

  1. Why do Coxiella show variable Gram stain results-that is, they may stain gram-positive or gram-negative? Should they be classified as gram-positive or gram-negative?

 

 

 

  1. What disease does burnetii cause? Why can this disease be transmitted by airborne routes while other (closely related) rickettsia require insects and ticks for transmission to humans? Nursing homework help

 

Renaissance And Baroque Sculpture In Italy

Renaissance And Baroque Sculpture In Italy

Renaissance and Baroque Sculpture in Italy

The biblical hero David was a popular subject for sculpture and painting throughout the Renaissance and into the Baroque period. By studying, comparing, and contrasting sculptures of David created in the fifteenth, sixteenth, and seventeenth centuries, you can begin to see the stylistic changes that occurred across these centuries. In a minimum of 3 well-developed paragraphs, compare and contrast the following 3 sculptures of David:

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  1. Early Renaissance: Donatello. David. 1446-1460.
  2. High Renaissance: Michelangelo. David. 1501-1504.
  3. Baroque. Gianlorenzo Bernini. David. 1623.

In your comparison, discuss:

  • What specific visual similarities do you observe in these three sculptures?
  • What specific differences do you see? Consider the representation of the figure, additional objects portrayed, and the role of the viewer for each sculpture
  • How has the attitude of David changed between these three representations? Renaissance And Baroque Sculpture In Italy
  • How is each sculpture representative of the time period and style in which it was created?

Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.

Question 2: Dutch Baroque Painting

As we learned this week, Dutch Baroque art showed the influence of Protestantism and the middle-class merchants and traders who served as patrons. Dutch Baroque artists created portraits, still lifes, landscapes, and genre scenes of domestic life.

In a minimum of 2 well developed paragraphs, discuss how the following paintings reflect the social and historical context of sixteenth-century Holland. Consider the influence of religion, commerce, social structure, and/or patrons of the art in your response. Offer specific examples of how the subject of each painting reflects the society and culture in which it was created.

  1. Frans Hals, The Women Regents of the Old Men’s Home at Haarlem, c. 1664
  2. Rembrandt van Rijn, The Anatomy Lesson of Dr. Tulp, 1632
  3. Johannes Vermeer, Woman Holding a Balance, c. 1664

Be sure to explain your ideas clearly and support them by discussing specific works of art that you have read about this week, talking about how they illustrate and support your ideas.

Respond to both questions as thoroughly as possible, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar. Renaissance And Baroque Sculpture In Italy

Nursing homework help

Nursing homework help

Compensation

Chapter 18a – Assignment Nursing homework help

Scenario: Martha, an RN that has been working at XYZ hospital for the last 20 years as a nurse and is very familiar with many aspects of the hospital at various levels of operation. She has served in administration when the hospital needed the coverage and also spent many years as a nurse working in the unit where she is working now.

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Recently the hospital administration announced a 2% pay increase for all employees. Several of Martha’s colleagues believe that this is a generous raise especially considering the economy of the country which has been fairly poor lately. Others consider the raise a slap in the face considering the hard work that they all have contributed to in the last year.

Also, a successful JCAHO survey accreditation with accommodation only 3 months ago and several community awards pointing out the great work the nurses have done both in the hospital and in the community. Although these all demonstrated the dedication and outstanding nature of the nurses in the hospital, it has been a sticking point for many of the nurses because they feel that the 2% raise is being shared among other employees in the hospital, and, a 2% raise after taxes and divided by 2080 hours is about 25 cents an hour for most of the nurses in the hospital. Nursing homework help

Furthermore, Martha being a trusted individual among administrators and nurses alike has found herself in a difficult position because many people in the hospital are asking her to weigh in on the recent raise.

Instructions:

  1. Read the scenario above.
  2. Then, answer the following questions below:
    1. How do you feel Martha should handle it when she is asked about the recent raise?
    2. Is there any action that administration could find to recognize the nurses and the hard work they have performed in the last year?
    3. Is there any problem with these solutions that you might anticipate?
    4. Summarize what you have learned about internal/external rewards from the readings in the textbook, and then, discuss how this might fit into the scenario at XYZ hospital.
  1. Your paper should be:
    • One (1) page
    • Typed according to APA style for margins, formatting, and spacing standards
    • Typed into a Microsoft Word document, save the file, and then upload the file
  2. Upload your file by clicking “Browse My Computer” for Attach File.

 

 

 

Nursing And Aging Family

Nursing And Aging Family

APA format

1) Minimum 6 pages  (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page Nursing And Aging Family

You must strictly comply with the number of paragraphs requested per page.

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           Part 1: minimum  1 page

           Part 2: minimum  1 page 

           Part 3: minimum  1 page

           Part 4: minimum  1 page

           Part 5: minimum  1 page

           Part 6: minimum  1 page

   Submit 1 document per part

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph Nursing And Aging Family

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

Part 1: Nursing and aging family

Topic: Normal changes of aging-related to the heart Nursing And Aging Family

 

Investigate normal changes of aging-related to the heart.

1. Describe 2 changes of aging-related to the heart.

2. Provide  2 prevention strategies for the changes describes

3. Provide 2 intervention strategies for the changes descibes

Part 2: Nursing and aging family

Topic: Normal changes of aging-related to the heart

 

1.Discussing factors that promote cardiovascular health

2. Discussing life styles that could reduce the incidence of changes selected in Part 1 Question 1

3. Describe nursing role addressing the changes selected in Part 1 Question 1

Part 3: Health care informatics

1. Discuss how healthcare informatics has been applied to your APRN education.

2. Give concrete examples

Part 4: Health promotion

1. Describe 2 challenges during the implementation phase of a health promotion strategy in multicultural communities.

2. Describe one strategies for approach each challenges of question 1

3. How addressing

a.Cultural characteristics

b.History

c. specific needs.

Part 5: Epidemiology

Topic: Making the Case for Population Health Management: The Business Value of a Healthy Workforce.

1. Discuss how can public and private organizations can work together better to achieve goals of mutual interest in healthcare?

Part 6: Epidemiology

Topic: Marketing and Communication.

1. What is social marketing

2. What is the social marketing implication for healthcare practice and practices/institutions competition?

Literautre Eval Essay

Literautre Eval Essay

Literature Evaluation Table – Rubric

Collapse All Literature Evaluation Table – RubricCollapse All Literautre Eval Essay

Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article

ORDER A PLAGIARISM FREE PAPER NOW

2.5 points

Criteria Description

Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article Literautre Eval Essay

  1. 5: Excellent

2.5 points

Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

2.23 points

Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.

  1. 3: Satisfactory

1.98 points

Author, journal (peer-reviewed), and permalink or working link to access article section is present.

  1. 2: Less Than Satisfactory

1.88 points

Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Author, journal (peer-reviewed), and permalink or working link to access article section is not included. Literautre Eval Essay

Article Title and Year Published

2.5 points

Criteria Description

Article Title and Year Published

  1. 5: Excellent

2.5 points

Article title and year published section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

2.23 points

Article title and year published section is clearly provided and well developed.

  1. 3: Satisfactory

1.98 points

Article title and year published section is present.

  1. 2: Less Than Satisfactory

1.88 points

Article title and year published section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Article title and year published section is not included.

Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study

5 points

Criteria Description

Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study

  1. 5: Excellent

5 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

4.45 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.

  1. 3: Satisfactory

3.95 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.

  1. 2: Less Than Satisfactory

3.75 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.

Design (Type of Quantitative, or Type of Qualitative)

2.5 points

Criteria Description

Design (Type of Quantitative, or Type of Qualitative)

  1. 5: Excellent

2.5 points

Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

2.23 points

Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.

  1. 3: Satisfactory

1.98 points

Design (type of quantitative, or type of qualitative) section is present.

  1. 2: Less Than Satisfactory

1.88 points

Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Design (type of quantitative, or type of qualitative) section is not included.

Setting or Sample

2.5 points

Criteria Description

Setting or Sample

  1. 5: Excellent

2.5 points

Setting or sample section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

2.23 points

Setting or sample section is clearly provided and well developed.

  1. 3: Satisfactory

1.98 points

Setting or sample section is present.

  1. 2: Less Than Satisfactory

1.88 points

Setting or sample section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Setting or sample section is not included.

Methods: Intervention or Instruments

2.5 points

Criteria Description

Methods: Intervention or Instruments

  1. 5: Excellent

2.5 points

Methods: Intervention or Instruments section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

2.23 points

Methods: Intervention or Instruments section is clearly provided and well developed.

  1. 3: Satisfactory

1.98 points

Methods: Intervention or Instruments section is present.

  1. 2: Less Than Satisfactory

1.88 points

Methods: Intervention or Instruments section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Methods: Intervention or Instruments section is not included.

Analysis

5 points

Criteria Description

Analysis

  1. 5: Excellent

5 points

Analysis section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

4.45 points

Analysis section is clearly provided and well developed.

  1. 3: Satisfactory

3.95 points

Analysis section is present.

  1. 2: Less Than Satisfactory

3.75 points

Analysis section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Analysis section is not included.

Key Findings

5 points

Criteria Description

Key Findings

  1. 5: Excellent

5 points

Key findings section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

4.45 points

Key findings section is clearly provided and well developed.

  1. 3: Satisfactory

3.95 points

Key findings section is present.

  1. 2: Less Than Satisfactory

3.75 points

Key findings section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Key findings section is not included.

Recommendations

5 points

Criteria Description

Recommendations

  1. 5: Excellent

5 points

Recommendations section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

4.45 points

Recommendations section is clearly provided and well developed.

  1. 3: Satisfactory

3.95 points

Recommendations section is present.

  1. 2: Less Than Satisfactory

3.75 points

Recommendations section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Recommendations section is not included.

Explanation of How the Article Supports EBP or Capstone

5 points

Criteria Description

Explanation of How the Article Supports EBP or Capstone

  1. 5: Excellent

5 points

Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.

  1. 4: Good

4.45 points

Explanation of how the article supports EBP or capstone section is clearly provided and well developed.

  1. 3: Satisfactory

3.95 points

Explanation of how the article supports EBP or capstone section is provided.

  1. 2: Less Than Satisfactory

3.75 points

Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

Explanation of how the article supports EBP or capstone section is not included.

Presentation

5 points

Criteria Description

Presentation

  1. 5: Excellent

5 points

The work is well presented and includes all required elements. The overall appearance is neat and professional.

  1. 4: Good

4.45 points

The overall appearance is generally neat, with a few minor flaws or missing elements.

  1. 3: Satisfactory

3.95 points

The overall appearance is general, and major elements are missing.

  1. 2: Less Than Satisfactory

3.75 points

The work is not neat and includes minor flaws or omissions of required elements.

  1. 1: Unsatisfactory

0 points

The piece is not neat or organized, and it does not include all required elements.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

5 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

  1. 5: Excellent

5 points

The writer is clearly in command of standard, written, academic English.

  1. 4: Good

4.45 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

  1. 3: Satisfactory

3.95 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

  1. 2: Less Than Satisfactory

3.75 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

  1. 1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

Documentation of Sources

2.5 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style

  1. 5: Excellent

2.5 points

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

  1. 4: Good

2.23 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

  1. 3: Satisfactory

1.98 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

  1. 2: Less Than Satisfactory

1.88 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

  1. 1: Unsatisfactory

0 points

Sources are not documented.

Total 50 points