Group Communication Assignment

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Group Communication Assignment

Scenario – Your hospital has recently revised its CQI vision and aims based on the work done on the Quality Chasm series. As nurse manager in an ED (Emergency department) you need to take this information and make it “real” for staff in the ED. You and the medical director will present this information to the staff, but you need to figure out how it applies to daily work and how to engage staff. You both agree that the staff will not appreciate the “words” on the form unless you can attach their meaning to their daily work.

Instructions:

  1. Read the scenario above and summarize the following:
    1. What information would you use as your base to discuss the vision and the aims?
    2. How would you then apply this information to the ED and daily work done by staff?
    3. Would benchmarked data be of any use in this scenario to the committee?

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2. You should:

  • Summarize above as thoroughly and concisely as possible.
  • Be sure to reference any works that you utilize (Be sure that references are in APA format).Scenario – Your hospital has recently revised its CQI vision and aims based on the work done on the Quality Chasm series. As nurse manager in an ED (Emergency department) you need to take this information and make it “real” for staff in the ED. You and the medical director will present this information to the staff, but you need to figure out how it applies to daily work and how to engage staff. You both agree that the staff will not appreciate the “words” on the form unless you can attach their meaning to their daily work. Group Communication Assignment

    Instructions:

    1. Read the scenario above and summarize the following:
      1. What information would you use as your base to discuss the vision and the aims?
      2. How would you then apply this information to the ED and daily work done by staff?
      3. Would benchmarked data be of any use in this scenario to the committee?

    2. You should:

    • Summarize above as thoroughly and concisely as possible.
    • Be sure to reference any works that you utilize (Be sure that references are in APA format).

Group Communication Assignment

Emerging Technologies Assignment

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Emerging Technologies Assignment

Assessment Description

From the electronic health record (EHR) to nanotechnology to 3-D printers and beyond, there are an increasing number of useful and innovative technologies being used in health care settings that have an important role in linking and organizing care and information. For this assignment, you will create a slide presentation to present to administrators and nurses providing direct patient care.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  1. Use primary sources published within the last 5 years. Provide citations and references for all sources used.
  2. Doctoral learners are required to use APA style for their writing assignments.
  3. You are required to submit this assignment to LopesWrite to check for similarity scores and plagiarism.

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Directions:

Your presentation must include the following elements:

  1. Identify and provide a brief description of a clinical problem.
  2. Identify a technology that can improve patient outcomes for that clinical problem.
  3. Select a theory to guide the presentation and discuss why this theory is applicable.
  4. Address how the technology you have identified will assist in resolving the clinical problem.
  5. Potential strengths and limitations of the technology selected.
  6. Discuss the method for patient education for use of the technology you have identified. Provide a rationale for its effectiveness. Emerging Technologies Assignment
  7. You must include the speaker’s notes with each slide

Use PowerPoint to create your slide presentation. Your slide presentation must contain a title slide, 12-15 slides of content, and a References slide. Use evidence to support your claims. A minimum of five references using APA style must be used. Speaker’s notes must be included for each individual slide (add a speaker notes section to demonstrate the verbal speech you would give along with each slide).

Presentation Tips:

Text slides are not meant to be read by the speaker, but by the audience. Lettering should generally be limited to four lines and should never be more than seven, including the title.

  1. It is advisable not to use more than eight words per line.
  2. Avoid too much detail and resist the temptation to overload the presentation with information.
  3. Avoid jargon and abbreviations, unless they are clear to all the audience.
  4. Aim at the average person in the audience.
  5. Use plain English.

Emerging Technologies Assignment

The Christian Concept Of Imago Dei

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The Christian Concept Of Imago Dei

Comment 1

The Christian concept of imago dei is described by Shelly & Miller (2006) as man being created in the image of God, granting dignity and honor to everyone while separating mankind from everything else on earth.

This is important to healthcare because human lives depend on healthcare.  By focusing the attention on preserving life and granting each person dignity, we value each human’s life over and above everything else on earth, as God intended.  While postmodernism would hold a humans life less valuable since that philosophy believes the humans are simply another organism on earth, with the same value as a rock (Shelly &, 2006)The Christian Concept Of Imago Dei.

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This belief is relevant because if we are all viewed as imago dei, then there are moral consequences if we choose to treat humans as
equal to all other animals in creation.  As Shelly & Miller (2006) asserts, men may eat other animals in the world, but according to the Christian concept of imago dei, we were placed here as separate and superior beings and it is not appropriate to eat another human being, shoot a person for an illness or disability, and while we are free
to choose, it is our responsibility to treat the sick and dying with dignity and respect with hope for a positive outcome.

Comment 2

The Christian concept of imago Dei as explained by our text is that all humans are created in the image and likeness of god; because of this, human life is deemed valuable and special among all other life forms (Shelly & Miller, 2006). This is an important and basic concept that bares relevance to many aspects within humanity. In the context of healthcare, this is an especially crucial and fundamental understanding. Healthcare providers, caregivers, and all disciplines of the occupation should practice with this core understanding always in mind which transcends across religions and personal beliefs/opinions. Human life is a gift, and as such, each life is significant and meaningful, deserving of respect, empathy, kindness and dignity. A person’s worth and dignity is not determined by their health status, bodily functions or medical prognosis. Healthcare workers should always uphold this truth and honor a person’s right to this understanding. This should be a standard of all care, regardless of if the person’s medical decisions are not in opposition to the healthcare worker’s personal opinion or choice (Sevensky, n.d.) The Christian Concept Of Imago Dei.

Concept of Perfusion Assignment

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Concept of Perfusion Assignment

Module 04 M.A.P. Easy as 1, 2, 3

The concept of perfusion is defined as the ability of the body to deliver oxygen and nutrients to the cells via the blood through the arteries and capillaries, and in turn picking up cellular waste and carbon dioxide from the cells via the veins.

What is needed to maintain adequate perfusion? An adequate Cardiac Output (CO)! Cardiac Output (CO) is the amount of blood pumped out of the heart every minute. CO=Heart Rate (HR) X SV (Stroke Volume). Stroke volume in turn depends on three factors: preload, afterload and contractility. As CO decreases there will be a decrease in tissue perfusion. Decrease tissue perfusion will lead to clinical manifestation. These manifestations of decreased CO will be seen in all the systems. Other causes of tissue perfusion can be organ specific. Narrowing or local vessels, blood clots, and even dilation can affect perfusion o the local organs.

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Risk Factors

Adequate perfusion is needed by all, so everyone has a potential risk for decreased perfusion. Look at the factors that CO depends on (HR, preload, afterload and contractility) can you think of conditions that may affect those?

  • 16-year-old male in a traumatic car accident. That blood loss is affecting his preload.
  • 70-year-old female with Heart failure, the disease process is affecting contractility.
  • 54-year-old male with a massive inferior wall MI that is causing him to have a decreased HR.
  • 60-year-old African American with severe Hypertension, affecting his afterload. Concept of Perfusion Assignment
  • 9-month-old with vomiting and diarrhea will have a decrease in preload.

    Module 04 M.A.P. Easy as 1, 2, 3

    The concept of perfusion is defined as the ability of the body to deliver oxygen and nutrients to the cells via the blood through the arteries and capillaries, and in turn picking up cellular waste and carbon dioxide from the cells via the veins.

    What is needed to maintain adequate perfusion? An adequate Cardiac Output (CO)! Cardiac Output (CO) is the amount of blood pumped out of the heart every minute. CO=Heart Rate (HR) X SV (Stroke Volume). Stroke volume in turn depends on three factors: preload, afterload and contractility. As CO decreases there will be a decrease in tissue perfusion. Decrease tissue perfusion will lead to clinical manifestation. These manifestations of decreased CO will be seen in all the systems. Other causes of tissue perfusion can be organ specific. Narrowing or local vessels, blood clots, and even dilation can affect perfusion o the local organs.

    Risk Factors

    Adequate perfusion is needed by all, so everyone has a potential risk for decreased perfusion. Look at the factors that CO depends on (HR, preload, afterload and contractility) can you think of conditions that may affect those?

    • 16-year-old male in a traumatic car accident. That blood loss is affecting his preload.
    • 70-year-old female with Heart failure, the disease process is affecting contractility.
    • 54-year-old male with a massive inferior wall MI that is causing him to have a decreased HR.
    • 60-year-old African American with severe Hypertension, affecting his afterload.
    • 9-month-old with vomiting and diarrhea will have a decrease in preload. Concept of Perfusion Assignment

Soap Note Of Diabetes Mellitus

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Soap Note Of Diabetes Mellitus

(Student Name)

Miami Regional University

Date of Encounter:

Preceptor/Clinical Site:

Clinical Instructor: Soap Note Of Diabetes Mellitus

 Soap Note #   Main Diagnosis Diabetes Mellitus type 2

 

PATIENT INFORMATION

Name: Mr. ET

Age: 56-year-old

Gender at Birth: Female

Gender Identity: Female

Source: Patient

Allergies: Penicillins

Current Medications:

  • Multi-Vitamin Centrum Silver
  • Lisinopril 10 mg daily
  • PMH: HTN

Diabetes mellitus type 2

Immunizations:

Preventive Care: Coloscopy 3 years ago (Negative)

Surgical History: laparoscopic cholecystectomy

Family History: Father alive

Mother-alive, 90 years old, Diabetes Mellitus, HTN

Daughter-alive, 21 years old, healthy

Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, she lives alone.

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Sexual Orientation: Straight

Nutrition History: Diets off and on

Subjective Data: Soap Note Of Diabetes Mellitus

Chief Complaint: “I cannot stop to drink water and to pee, I need to see my labs”

Symptom analysis/HPI:

The patient is 56 years old female who complaining of   she cannot stop to drink water and to pee. Patient noticed the problem started 1 month ago and sometimes it is accompanied by anxious for eat. She states that she has been under stress because her daughter for the last month. Patient denies pain, or another symptom. She makes some labs and coming to see the results. Soap Note Of Diabetes Mellitus

 

Review of Systems (ROS)

CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.

HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing. Soap Note Of Diabetes Mellitus

RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.

CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal

dyspnea.

GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or diarrhea.

GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.

MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.

SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.

 

Objective Data:

VITAL SIGNS and Lab valuesTemperature: 97.5 °F, Pulse: 84, BP: 142/82 mmhg, RR 20, PO2-98% on room air, Ht- fill, Wt fill lb, BMI 37.2. No report pain 0/10.

HbA1C 9.5 %.

Serum creatinine 1.2 mg/dl, add more Soap Note Of Diabetes Mellitus

 

 

GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5.

HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,. Lids non-remarkable and appropriate for race. Soap Note Of Diabetes Mellitus

Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses.

CARDIOVASCULAR: S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.

RESPIRATORY: No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation.

GASTROINTESTINAL: No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no rebound no distention or organomegaly noted on palpation

MUSKULOSKELETAL: No pain to palpation. Active and passive ROM within normal limits, no stiffness.

INTEGUMENTARY: intact, no lesions or rashes, no cyanosis or jaundice. Soap Note Of Diabetes Mellitus

 

ASSESSMENT:

Main Diagnosis: Diabetes mellitus type 2 explain why

Obesity, HTN

Differential diagnosis: Put 3 and explain

PLAN: Metformin 500 mg one tablet daily in addition to daily style modifications. This dose can be increased to twice daily as needed or as tolerated every 1 o 2 weeks, until a maximum of 2 grams daily.

Hydrochlorothiazide (thiazide diuretic) 1 tablet daily added to the treatment for HTN to better control. Soap Note Of Diabetes Mellitus

 

Labs and Diagnostic Test to be ordered:

  • CMP
  • Complete blood count (CBC)
  • Lipid profile
  • Liver function test (because the metformin requires routine monitoring)
  • Serum creatinine
  • Potassium because the ACE inhibitors requires monitoring of electrolytes
  • Urinalysis with Micro
  • Electrocardiogram (EKG 12 lead)
  • Urine to monitor ketone and glucose

 

Pharmacological treatment:

  • Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.
  • Lisinopril 10mg PO Daily
  • Metformin tab 500 mg one tablet daily.

 

Non-Pharmacologic treatment:

  • Weight changes must be done to manage better the Diabetes
  • Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat
  • Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults
  • Enhanced intake of dietary potassium
  • Exercises must be done at least 3 times per week like: walking, swimming or running
  • Measures to release stress and effective coping mechanisms. Soap Note Of Diabetes Mellitus

Education

 

  • Provide with nutrition/dietary information.
  • To avoid GI side effects, take the Metformin with foods.
  • Instruction about medication intake compliance.
  • Avoid drinking alcohol: Alcohol has a negative interaction with Metformin and contribute to hyperglycemia.
  • Education of possible complications of Diabetes such as stroke, heart attack, and other problems.
  • Educate to the importance to foot examination and to choose diabetes footwear.

Follow-ups/Referrals

  • Follow up appointment 1 weeks for managing blood sugars: It is important to target levels of A1C less than 7 %, so labs will be every 3 months.
  • Follow up nutritionist to…..

 References(acerca de la enfermedad y el tratamiento, en alfabetico orden, en APA Soap Note Of Diabetes Mellitus

 

Nursing Diagnosis Assignment

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Nursing Diagnosis Assignment

Kacie Benson, a 19 year-old woman, is a client on your unit as a result of a skiing accident. She is unconscious and may or may not regain consciousness. She is on complete bedrest. She requires frequent repositioning to maintain correct body alignment and attention to her ROM. She responds to painful stimuli with slight non-purposeful withdrawal. No spontaneous movements are noted. The recent lower extremity ultrasound showed no evidence of venous thrombosis and she continues on low molecular weight heparin injections. Her fluid and electrolyte balance is being maintained by a tube feeding at 60 mL per hour continuously. She is incontinent of stool and has an indwelling Foley catheter. Her heels are reddened, but otherwise her skin is intact.

Use at least two scholarly sources to support your nursing diagnoses. Be sure to cite your sources in-text and on a reference page using APA format.

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Kacie Benson, a 19 year-old woman, is a client on your unit as a result of a skiing accident. She is unconscious and may or may not regain consciousness. She is on complete bedrest. She requires frequent repositioning to maintain correct body alignment and attention to her ROM. She responds to painful stimuli with slight non-purposeful withdrawal. No spontaneous movements are noted. The recent lower extremity ultrasound showed no evidence of venous thrombosis and she continues on low molecular weight heparin injections. Her fluid and electrolyte balance is being maintained by a tube feeding at 60 mL per hour continuously. She is incontinent of stool and has an indwelling Foley catheter. Her heels are reddened, but otherwise her skin is intact. Nursing Diagnosis Assignment

Use at least two scholarly sources to support your nursing diagnoses. Be sure to cite your sources in-text and on a reference page using APA format.

Kacie Benson, a 19 year-old woman, is a client on your unit as a result of a skiing accident. She is unconscious and may or may not regain consciousness. She is on complete bedrest. She requires frequent repositioning to maintain correct body alignment and attention to her ROM. She responds to painful stimuli with slight non-purposeful withdrawal. No spontaneous movements are noted. The recent lower extremity ultrasound showed no evidence of venous thrombosis and she continues on low molecular weight heparin injections. Her fluid and electrolyte balance is being maintained by a tube feeding at 60 mL per hour continuously. She is incontinent of stool and has an indwelling Foley catheter. Her heels are reddened, but otherwise her skin is intact.

Use at least two scholarly sources to support your nursing diagnoses. Be sure to cite your sources in-text and on a reference page using APA format. Nursing Diagnosis Assignment

Leadership Discussion Assignment

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Leadership Discussion Assignment

APA FORMAT

1. Define the concept of leadership and define the concept of management.

2. Explain the five most crucial elements of leadership and management – this will not be the same for everyone.

3. As a Baccalaureate Nurse you will be expected to assume positions as leaders and managers:

a. What characteristics or traits do you have for each position (leader and manager)

b. BE SPECIFIC – describe your traits that are possessed that will enhance BOTH your leadership and managerial abilities.

using 2 sources –  referred journals or leadership textbooks only

The individual leadership versus management paper will be a minimum of 4 pages not including the title page or the reference page. The sources should be from only referred journals or leadership textbooks and there should be ample resources to adequately cover the required information – at least 2 plus your text book. Internet sites and articles that do not have a date or author should not be used.

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CONTENT GRADING CRITERIA/POINTS             
Title Page

(Page 1)

 All components are present

+ Page number is in the upper right-hand corner

+ Appropriate information is contained on the upper half of the title page and includes: name of paper summarizes the main idea of the paper, student name, department name, and university name.

10 Points

 All   components are present

 

 

 

 

 

 

10 points

 One  component is missing

 

 

 

8  Points

 Two of the components are missing

 

 

6 Points

 Three of the components are missing

 

 

 

 

4 Points

 Four of the components are missing

 

 

 

2 Point

 None of the components are present

 

 

0 Points
Body of the Paper (Page 2, 3, 4, & 5) All components are present

+ Introductory/conclusion paragraph

+ No spelling or grammatical errors

+ Content is appropriate and logically organized and written in professional & scholarly manner

+Grading rubric attached

+ Paper is at least 4 pages in length without the title page and reference page. Leadership Discussion Assignment

 

15 Points

 All   components are present

 

 

 

 

15 points

 One component is missing

12 Points

 Two of the components are missing

9 Points

 Three of the components are missing

6 Points

 Four of the components are missing

3 Points

 None of the components are present

0 Points
In text APA citations All components are present

+ References are cited properly in the text—at least at the end of each paragraph and more often if more than one source utilized within each paragraph (counts as 2 categories).

+ All references citations are correct. (p.254)

+ IF more than three authors, include the name of the first author plus “et. al” in every citation”.

+ Each page has the page number in the header footer section of the upper right corner

+ Other APA guidelines are followed as appropriate ie abbreviations, numbers as words (counts as 2 categories)

+ Only one space after periods/punctuation.

 

                                                                                    15 points

 All   components are present

 

 

 

 

 

15 points

 One component is missing

12 Points

 Two of the components are missing

9 Points

 Three of the components are missing

6 Points

 Four of the components are missing

3 Points

 None of the components are present

0 Points
References

(Page 6 +)

 All components are present

+ A minimum of 3 references

+ There is agreement of text and reference list – all items on the reference page are cited within text.

+ Only referred or peer reviewed journals or textbooks utilized – no websites and no references without an author and date of publication. Must be published within the past 5 years.

+ References are in APA style (make sure in ABC order by the first author listed last name)

+References are accurate and complete

(Personal Communication is cited in text only & does not appear on the reference page.)

                                                                           10 Points                                                                                                                                     

All   components are present

 

 

10 points

 One
component is missing

8 Points

 Two of the components are missing

6 Points

 Three of the components are missing

4 Points

 Four of the components are missing

2 Point

 None of the components are present

0 Points
 

Paper content requirements:

 

 

Define leadership

Define management

 

  

All components are present

Leadership defined

Management defined

 

 

 

                  15 points

   Both concepts defined completely

 

 

 

 

 

 

15 points

 Both concepts defined but incomplete or one defined completely and one very minimum definition.

10 points

 Both concepts defined but minimum explanation for each

 

 

 

 

7.5 points

 One concept defined

Completely

 

 

 

 

 

 

 

 

5 points

 Neither concept defined or only one concept defined with a minimum explanation

 

 

 

 

0 points
Explain the five most crucial elements of

Leadership

And Management

 All components are present – Total of 10 elements

 

Leadership – 5 crucial elements Leadership Discussion Assignment

 

Management- 5 crucial elements

 

 

 

 

                  20 points

   Both leadership and management

5 crucial elements given and explained.

(10 total elements)

 

20 points

 5 crucial elements given for each (10 total) category but only one explained completely

 

 

15 points

 5 crucial elements given for each (10 total) category but neither concept  explained completely

 

10 points

 5 crucial elements given for only one category or given for both but not explained for either

 

 

 

 

 

 

5 points

 Missing both required components

 

 

 

 

 

 

 

 

0 points
As a Baccalaureate Nurse you will be expected to assume positions as leaders and managers. List your characteristics or traits for

Leader

Manager

Give examples and Be specific        

15 points

   All components listed and thorough examples are provided

 

 

15 points

 Components listed but no specific examples given for one role

 

 

10 points

 Components listed but no specific examples given for either  role

 

 

7.5 points

 Only components listed

 

 

 

 

 

 

5 points

 No components listed
 

 

0 points

Leadership Discussion Assignment

Nursing Leadership And Management Homework

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Nursing Leadership And Management Homework

Change Theories Project

Note: You will create a PowerPoint slide presentation (not an APA paper) for this assignment. Submit your assignment to the Academic Coach for grading for this module. If you do not submit a PowerPoint slide presentation you will not receive credit for this assignment. Nursing Leadership And Management Homework

Overview: Change Theories Project

Each student will produce a plan for implementing a change project in nursing departments throughout the organization. You will begin by selecting one of the options provided in module one and propose a change to solve the problem. If you do not select one of the provided options you will not receive credit for this assignment. Then you will select one of the change theories you have studied that models how you want to implement the proposed change. You will conduct a SWOT analysis and develop a comprehensive action plan. You will create a PowerPoint presentation of your plan with a “script” in the Notes section below each slide, as if you are presenting this to an audience. These will be your speaker notes as if you are presenting your PowerPoint to an audience. You MUST have a notes section for your slides. There will be a 50 point deduction if notes are not present. (The Notes section can be found below each slide within the PowerPoint presentation).

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During and after your work, you will examine the types of communications, decision-making processes, and processes you use, and comment upon those in the last part of the “script.” Nursing Leadership And Management Homework

Objectives

  1. Select and utilize a change theory model to implement the proposed change (chapter 5)
  2. Analyze the leadership roles and management skills necessary to implement a new
  3. Identify your decision-making
  4. Demonstrate the elements of the change Nursing Leadership And Management Homework

Rubric

Use this rubric to guide your work.

 

Criteria Target Acceptable Unacceptable
Introduction

(8 points)

 Clear statement of a scenario (problem) and proposed change and rationale

(4points)

 Statement of a proposed change

(2 points)

 No statement of a proposed change

(0points)
Clear statement of appropriate change theory model to use

(4points)

 Statement of theory model addressed

(4 points)

 No statement of theory model

(0points)
SWOT Analysis

(12 points)

 Clear identification of the strengths, weaknesses, opportunities, and threats associated with implementing or failing to implement the proposed plan

(12 points)

 Description of some potential strengths, weaknesses, opportunities, and threats associated with the proposed plan

(9-10 points)

 Missing description of viable strengths, weaknesses, opportunities, or threats associated with proposed plan

(0-8 points)
Action Plan

(40 points)

 Each of these components addressed in detail

(5 points each = 40 points)

·      Change Theory Model

·      Steps and processes

·      Communication plan

·      Leadership styles

·      Management functions

·      Budget requirements/ implications

·      Steps to assure staff compliance

·      Evaluation

 Each of these components addressed generally

(4 points each = 32 points) (See list under “Target”)

 Some components addressed minimally or not at all

(0-2 points each = 16 points maximum)
     
Decision-Making Process

(15 points)

 Analysis of the decision- making process used, including effective/ineffective processes and what you would change in the future

(15 points)

 General analysis of the decision-making process used, including effective/ineffective processes or what you would you change in the future

(10-14 points)

 Minimal or no analysis of the decision-making process used

(0 -9 points)
References

(25 points)

 At least 3 references to professional literature, with correct APA citations

 

 At least 2 references to professional literature, with mostly correct APA citations

 

 One reference to professional literature, with correct APA citation

(10 points)

 

Note: There will be automatic 50 point reduction if notes are not included.

Action Plan (Pivotal portion of project)

Your plan will include at least-

  • Supporting rationale for implementing the new
  • Steps and processes necessary to assure staff
  • Ways in which you will communicate your
  • The change process you have chosen with an explanation of how and why this model was
  • A definition of the leadership style you expect to be most
  • What management functions you will
  • Any budget requirements/implications.
  • The advantages and disadvantages of using a work group sending an e-mail announcing the change.
  • A plan for how you will handle noncompliance, late majority, laggards, and rejecters.
  • Specifications regarding how you will evaluate the effectiveness of your

You are expected to use current professional references to support your work throughout. At least two of your references must be from separate professional nursing management journals. Nursing Leadership And Management Homework

Project Presentation

Your presentation should be constructed as follows:

You will open a new PowerPoint presentation and save it to your computer desktop or other storage device with the filename: N4455_ YOURNAME. In the actual file, YOURNAME should be replaced by your name.

The presentation should include slides with the script in the Notes section of each slide. This script reflects what would be said at an oral presentation of the change proposal to key stakeholders. The slides should be created as follows-

Slide 1:            Title Slide – Title and Your Name Slide 2:                        Introduction with chosen 

                       Change Theory

Slide 3:            SWOT Analysis

Identify the Strengths, Weaknesses, Opportunities, and Threats associated with implementing or failing to implement the proposed plan.

Slides 4-14:     Action Plan

Discuss the details of the implementation plan. Demonstrate the application of theory to the specific decisions and recommendations. Nursing Leadership And Management Homework

  • Change theory model
  • Steps and processes
  • Communication plan
  • Leadership styles
  • Management functions
  • Budget requirements/implications
  • Steps to assure staff compliance
  • Evaluation

Slide 15:          Decision-making process

Analyze the decision-making process used. What was effective or ineffective and what would you change in the future? (Note-Your slides should be indicative of what would be used in the presentation to the stakeholders, and the script in the Notes section should describe to the stakeholders how you arrived at decisions. Then, also in the Notes, describe in parentheses the effective and ineffective methods or situations involved in your work. You would probably not go into such details in your presentation to stakeholders!) Nursing Leadership And Management Homework

Slide 16:          References

 

Throughout: Minimum of three APA references, correct APA format, spelling, and grammar

Individual Professional Practice Document: Scope Of Practice Assignment

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Individual Professional Practice Document: Scope Of Practice Assignment

 Student’s Name

Institution/Affiliation

Course

Professor

Date

 The Advanced Practice Registered Nurses domain is an essential part of the healthcare system. They are important for caring for patients’ current and future needs and ensuring patient safety. The APRN division includes certified nurse midwives, clinical nurse specialists, certified nurse midwives, and certified nurse practitioners. Although every profession has a distinct context and history, they share a commonality as APRNs. Every state has its specifications for the APRN scope of practice. They are at the forefront of public healthcare preventive services. They treat and diagnose illnesses, manage chronic illnesses, advise the commute on health issues, and participate in continuous education that helps them stay ahead in the healthcare industry’s methodological, technological, and other essential departments.

Nurse practitioners are responsible for providing acute, primary and specialty healthcare across the lifespan with the help of assessment, diagnosis, and treatment of diseases and injures caused by various factors such as accidents. Certified Nurse-Midwives are at the forefront of providing reproductive and gynecological healthcare. On the other hand, clinical nurse specialists take part in providing diagnosis, treatment, and continuous management of patients (ANA, n.d). They are also responsible for providing support to nurses caring for patients, hoping to drive practice changes throughout organizations and ensure the most outstanding evidence-based care and practices to achieve the most conceivable positive outcomes for patients.

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Certified Registered Nurse Anesthetist handles the provision of pain management and anesthesia services. APRN’s are educated around several population foci, including pediatrics, adult-gerontology, neonatal, health or gender-related or mental health, and individual and family across lifespan. This means that if, for example, an APRN is working their role as a pediatric nurse practitioner, they practice around the pediatric population. ARN licensure is given at the population and role-focused levels, although Students can enter healthcare areas outside the population and role foci.

An APRN denotes a currently licensed Massachusetts Registered Nurse (RN) in Massachusetts. The nurse is mandated to have current authorization from the board to carry out their advanced practice. Some of the APRN activities encompass examining, assessing, making diagnoses, treating, prescribing, and making referrals for patients they come into contact with who have undifferentiated issues. They deal with individuals presenting with acute diseases, trauma, and life-threatening events requiring rehabilitative or palliative service. The state recognizes the four APRN roles, including Certified Registered Nurse Anesthetist, Certified Nurse Midwife, Certified Nurse Practitioner, and Certified Nurse Specialist.  Individual Professional Practice Document: Scope Of Practice Assignment

The consensus model is an even framework of directives focused on advanced nursing practice future, fashioned to make even the interrelations among licensee, accreditation, certification, and education. The clarity from the model is projected to advantage nurses and improve patient care. The model provides uniformity that allows APRNs to fully practice within their education and licensure and offer new opportunities for nurses by easing mobility across the state lines (ANCC, n.d). It is a product of the collaboration of numerous nursing organizations interested in creating a more uniform nursing practice. It defines the four APRN roles. APRNs will be affected by this change positively because it focuses on increasing their job satisfaction by providing individuals with an opportunity to practice more independently. Therefore, they need to keep their certification current because it will allow them to be flexible as the change continues to unfold throughout numerous states, including Massachusetts. This model involves regulatory changes that affect various states’ licensure and certification requirements. Thus, APRNs need to track state-specific updates to remain updated about the changing regulations.

The state of Massachusetts is meeting the components of the consensus model with a total of 24 points. The state’s APRN title points are four, four for the roles, zero for licensure and authorization to practice, four for education, and four for certification (NCSBN, n.d). When it comes to independent practice, the four roles have each one point and one point for each role concerning independent prescribing (NCSBN, n.d). The State’s Nurse Practice Act establishes the conditions under which Registered Nurses can practice, and the nursing board can authorize them to practice as APRNs. It outlines various principles governing scope, clinical practice, supervision, collaboration, accountability, and supervision. For example, APRNs are mandated not to present to thulium as ARNs unless they have complied with the requirement and are authorized by the board to practice (MASS, n.d). Certified Registered Nurse Anesthetists must be eligible for board authorization through a valid license as a Massachusetts registered nurse and excellent moral character. The Nurse Practice Act outlines the various requirements for every nursing role, looking at areas of eligibility such as education, conduct, and licensure, to practice under the various roles that form part of the APRN structure. Therefore, all individuals in Massachusetts who want to practice as APRNs have to pass all the requirements.

In addition, the act mandated that every APRN is accountable for their actions, nursing judgment, and competency. They can only practice in the clinical category they have attained and maintained certification and their scope of practice to meet the standards outlined by the boards they are affiliated to. The act also touches on prescriptive practice and lays down the various rules that professionals must follow and the requirements they must satisfy to qualify to engage in prescriptive practice within the state of Massachusetts. This act might differ between states because the requirements vary from state to state. However, the act is important to ensure that APRNs are fully eligible and qualified to practice and offer services. This is essential for patient safety and quality improvement in healthcare

References

American Nurses Association. (ANA). (n.d). Advanced Practice Registered Nurse (APRN). Retrieved From: https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/aprn/

American Nurses Credentialing Center (ANCC). (n.d). Consensus Model for APRN Regulation FAQs. Retrieved From: https://www.nursingworld.org/certification/aprn-consensus-model/faq-consensus-model-for-aprn-regulation/

MASS. (n.d). Massachusetts General Laws. Retrieved From: https://www.mass.gov/service-details/laws-and-regulations-for-the-board-of-registration-in-nursing

NCSBN. (n.d). APRN Consensus Implementation Status. Retrieved From: https://www.ncsbn.org/5397.htm

Individual Professional Practice Document: Scope Of Practice Assignment

Familial Health Traditions

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Familial Health Traditions

Instructions: 

  1. Read and follow the directions on pages 160 and 161.
  2. Conduct an interview with an older family member.
  3. Summarize your findings regarding familial and social changes, and your ethnocultural and religiousheritage. (Include one example)
  4. Your paper should be:
    • One (1) page
    • Typed according to APA style for margins, formating and spacing standards
      • See NUR3045 – Library (located on left-side on menu) for tutorial Using APA Style
    • Typed into a Microsoft Word document, save the file, and then upload the file.
    • I ATTACHED THE PDF OF THE BOOK SO YOU CAN LOOK AT PAGE 160 AND 161 WHCIH IS PART OF CHAPTER 7 Familial Health Traditions

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Overview
Unit I focuses on the background knowledge one must recognize as the foundation for developing CULTURALCOMPETENCY.
■ Chapter 1 presents an overview of the significant content related to the
on-going development of the concepts of cultural and linguistic competency as it is described by several different organizations.
■ Chapter 2 explores the concept of cultural heritage and history and the
roles they play in one’s perception of health and illness. This exploration
xiv ■ Preface
is first outlined in general terms: What is culture? How is it transmitted? What is ethnicity? What is religion? How do they affect a person’s
health? What major sociocultural events occurred during the life trajectory of a person that may influence his or her personal health beliefs Familial Health Traditions
and practices?
■ Chapter 3 presents a discussion of the diversity—demographic, immigration, and poverty—that impacts on the delivery of and access to
health care. The backgrounds of each of the U.S. Census Bureau’s categories of the population, an overview of immigration, and an overview
of issues relevant to poverty are presented.
■ Chapter 4 reviews the provider’s knowledge of his or her own perceptions, needs, and understanding of health and illness.
Unit II explores the domains of HEALTH, blends them with one’s personal
heritage, and contrasts them with the Allopathic Philosophy.
■ Chapter 5 introduces the concept of HEALTH and develops the concept in broad and general terms. The HEALTH Traditions Model is presented, as are natural methods of HEALTH maintenance and protection.
■ Chapter 6 explores the concept of HEALTH restoration or HEALING and
the role that faith plays in the context of HEALING, or magico-religious,
traditions. This is an increasingly important issue, which is evolving to a
point where the health care provider must have some understanding of
this phenomenon. Familial Health Traditions
■ Chapter 7 discusses family heritage and explores personal and familial
HEALTH traditions. It includes an array of familial health/HEALTH beliefs and practices shared by people from many different heritages.
■ Chapter 8 focuses on the health care provider culture and the allopathic
health care delivery system.
Once the study of each of these components has been completed, Unit III
(Chapters 9 to 13) moves on to explore selected population groups in more detail, to portray a panorama of traditional HEALTH and ILLNESS beliefs and practices, and to present relevant health care issues.
Chapter 14 is devoted to an overall analysis of the book’s contents and
how best to apply this knowledge in health care delivery, health planning, and
health education, for both the patient and the health care professional.
Each chapter in the text opens with images relevant to the chapter’s topic. They
may be viewed in the CULTURALCARE Museum on the accompanying web page.
These pages cannot do full justice to the richness of any one culture or
any one health/HEALTH belief system. By presenting some of the beliefs and
practices and suggesting background reading, however, the book can begin to
inform and sensitize the reader to the needs of a given group of people. It can
also serve as a model for developing cultural knowledge of populations that are
not included in this text. Familial Health Traditions
There is so much to be learned. Countless books and articles have now
appeared that address these problems and issues. It is not easy to alter attitudes
Preface ■ xv
and beliefs or stereotypes and prejudices, to change a person’s philosophy.
Some social psychologists state that it is almost impossible to lose all of one’s
prejudices, yet alterations can be made. I believe the health care provider must
develop the ability to deliver CULTURALCARE and knowledge regarding personal fundamental values regarding health/HEALTH and illness/ILLNESS. With
acceptance of one’s own values come the framework and courage to accept
the existence of differing values. This process of realization and acceptance can
enable the health care provider to be instrumental in meeting the needs of the
consumer in a collaborative, safe, and professional manner.
This book is written primarily for the student in basic allied health professional programs, nursing, medical, social work, and other health care provider
disciplines. I believe it will be helpful also for providers in all areas of practice,
especially community health, long-term oncology, chronic care settings, and geriatric and hospice centers. I am attempting to write in a direct manner and to use
language that is understandable by all. The material is sensitive, yet I believe that
it is presented in a sensitive manner. At no point is my intent to create a vehicle
for stereotyping. I know that one person will read this book and nod, “Yes, this is
how I see it,” and someone else of the same background will say, “No, this is not
correct.” This is the way it is meant to be. It is incomplete by intent. It is written
in the spirit of open inquiry, so that an issue may be raised and so that clarification of any given point will be sought from the patient as health care is provided.
The deeper I travel into this world of cultural diversity, the more I wonder at the
variety. It is wonderfully exciting. By gaining insight into the traditional attitudes
that people have toward health and health care, I found my own nursing practice
was enhanced, and I was better able to understand the needs of patients and their
families. It is thrilling to be able to meet, to know, and to provide care to people
from all over the world and every walk of life. It is the excitement of nursing. As
we go forward in time, I hope that these words will help you, the reader, develop
CULTURALCARE skills and help you provide the best care to all.
You don’t need a masterpiece to get the idea. Familial Health Traditions
—Pablo Picasso
■ Features
■ Research on Culture and Health. As evidence-based practice grows
in importance, its application is expected in all aspects of health care.
This special feature spotlights how current research informs and impacts cultural awareness and competence.
■ Unit and Chapter Objectives. Each unit and chapter opens with objectives to direct the reader when studying.
■ Unit Exercises and Activities. The beginning of each unit provides exercises and activities related to the topic. Questions stimulate reflective
xvi ■ Preface
consideration of the reader’s own family and cultural history as well as
to develop an awareness of one’s own biases.
■ Figures, Tables, and Boxes. Throughout the book are photographs,
illustrations, tables, and boxes that exemplify and expand on information referenced in the chapter. Familial Health Traditions
■ Health Traditions Imagery. These symbolic images are used to link
the chapters. The images were selected to awaken you to the richness of
a given heritage and the practices inherent within both modern and traditional cultures, as well as the beliefs surrounding health and HEALTH.
(HEALTH, when written this way, is defined as the balance of the person,
both within one’s being—physical, mental, spiritual—and in the outside
world—natural, familial and communal, metaphysical.)
■ Keeping Up. Selected resources that present information that is frequently published in a timely manner to keep you abreast of data, on
such topics as poverty, income, immigration, and so forth, as the facts
and figures change. This is a new feature for this edition.
■ Supplemental Resources
■ CulturalCare Guide. Previously available as a separate booklet, the
contents of this helpful guide are now available for downloading on
the Companion Website. The guide includes the Heritage Assessment Tool, Cultural Phenomena Affecting Health Care, CulturalCare
Etiquette, and other assessment tools and guides.
■ Companion Website. www.prenhall.com/spector. The Companion
Website includes a wealth of supplemental material to accompany each
chapter. In addition to the complete contents of the CulturalCare
Guide, the site presents chapter-related review questions, case studies,
exercises, and MediaLinks to provide additional information. Panorama
of Health and Illness videos accompany many chapters, and a glossary
of terms appears for each chapter. Also included is a collection of the
author’s photographs and culturally significant images in the CULTURALCARE Museum. Familial Health Traditions
■ Instructor’s Resource Center. Available to instructors adopting the
book are PowerPoint Lecture Slides and a complete testbank available
for downloading from the Instructor’s Resource Center, which can be
accessed through the online catalog.
■ Online Course Management. Built to accompany Cultural Diversity
in Health and Illness are online course management systems available
for Blackboard, WebCT, Moodle, Angel, and other platforms. For
more information, contact your Pearson Education sales representative. Familial Health Traditions