DN723: DNP Project – Analytic Methods and Project Proposal Essay

DN723: DNP Project – Analytic Methods and Project Proposal Essay

You will analyze methods and tools for critical appraisal and application of empirical, reflective, and practice-based information to improve the quality of care and outcomes for specific populations. You will analyze and appraise an identified issue within the population, such as outcomes of practice, practice patterns, policies, or organizational systems of care. The application of evidence-based practice is emphasized for designing and implementing an intervention to influence an identified issue. Methods for evaluating outcomes of the proposed intervention will be explored. You will develop and defend a proposal for a DNP project in this course. This course requires 80 supervised practice hours, which may be applied to the doctoral project.

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You will analyze methods and tools for critical appraisal and application of empirical, reflective, and practice-based information to improve the quality of care and outcomes for specific populations. You will analyze and appraise an identified issue within the population, such as outcomes of practice, practice patterns, policies, or organizational systems of care. The application of evidence-based practice is emphasized for designing and implementing an intervention to influence an identified issue. Methods for evaluating outcomes of the proposed intervention will be explored. You will develop and defend a proposal for a DNP project in this course. This course requires 80 supervised practice hours, which may be applied to the doctoral project DN723: DNP Project – Analytic Methods and Project Proposal Essay.

DN733: Ethics, Policy, and Advocacy for Population Health Essay

DN733: Ethics, Policy, and Advocacy for Population Health Essay

This course will prepare you to design and implement culturally proficient health care policies with special consideration of issues of social justice and equity. Legal and ethical challenges encountered in practice leadership, decision making, and the implementation of systems and organizational change processes and policies will be explored. Ethics, health care policy, and advocacy specific to a DNP project will be emphasized. This course requires 50 supervised practice hours, which may be applied to the doctoral project.

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This course will prepare you to design and implement culturally proficient health care policies with special consideration of issues of social justice and equity. Legal and ethical challenges encountered in practice leadership, decision making, and the implementation of systems and organizational change processes and policies will be explored. Ethics, health care policy, and advocacy specific to a DNP project will be emphasized. This course requires 50 supervised practice hours, which may be applied to the doctoral project DN733: Ethics, Policy, and Advocacy for Population Health Essay.

DN743: Clinical Decision Making for Practice Doctorate Essay

DN743: Clinical Decision Making for Practice Doctorate Essay

In this course, students will analyze current and emerging aggregate-level clinical prevention and population health issues. Students will demonstrate and apply experiential, contextual, and evidence-based best practices, cost/benefits, and systematic plans for quality improvement benchmarks with the end goal of designing aggregate-level clinical prevention and population health interventions. This course requires 50 supervised practice hours, which may be applied to the doctoral project.

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In this course, students will analyze current and emerging aggregate-level clinical prevention and population health issues. Students will demonstrate and apply experiential, contextual, and evidence-based best practices, cost/benefits, and systematic plans for quality improvement benchmarks with the end goal of designing aggregate-level clinical prevention and population health interventions. This course requires 50 supervised practice hours, which may be applied to the doctoral project DN743: Clinical Decision Making for Practice Doctorate Essay.

DN753: Transforming the Health Care Organization Essay

DN753: Transforming the Health Care Organization Essay

This course provides you with evidence-based organizational and leadership knowledge and skills necessary to appraise practice leadership theories and organizational models. The influence of economics, health policy, stakeholders, information technology, and interprofessional collaboration upon health care organizational operations will be explored. You will identify a practice leadership model that aligns with the DNP project focus. This course requires 50 supervised practice hours, which may be applied to the doctoral project.

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This course provides you with evidence-based organizational and leadership knowledge and skills necessary to appraise practice leadership theories and organizational models. The influence of economics, health policy, stakeholders, information technology, and interprofessional collaboration upon health care organizational operations will be explored. You will identify a practice leadership model that aligns with the DNP project focus. This course requires 50 supervised practice hours, which may be applied to the doctoral project DN753: Transforming the Health Care Organization Essay.

DN803: DNP Project Development – Data-Driven Decision Making Essay

DN803: DNP Project Development – Data-Driven Decision Making Essay

In this course, you will appraise systematic experiential, contextual, and best evidence-based practice, and the use of information technology and data to design the DNP Project. In-depth work with experts from nursing and other disciplines will be incorporated to offer opportunities for meaningful student engagement and networking in the health care environment. You will acquire the skills and knowledge essential to process and manage information systems/technology resources in a variety of health care settings.

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Through assignments and discussions, you will retrieve and critically analyze digital data essential to health care quality improvement. Informatics tools for data extraction, organization, and interpretation will be compared. This course requires 120 supervised practice hours which may be applied to the doctoral project.

Quarter Credit Hours: 6 | Prerequisite: DN753 DN803: DNP Project Development – Data-Driven Decision Making Essay

PU550: Public Health Leadership and Administration Essay

PU550: Public Health Leadership and Administration Essay

Leading a health organization requires a diverse skill set. In this course, students will study the delivery, quality, and costs of health services for individuals, organizations, and populations in a variety of global settings. Students will study the structure, process, and outcomes of health services including the costs, financing, structure, outcomes, and accessibility of care. Students will study way to improve health organizations and make ethical and economic decisions for organizational solvency. Each student will form a personalized leadership development plan for future professional growth PU550: Public Health Leadership and Administration Essay.

Quarter Credit Hours: 4 | Prerequisite: Enrollment in the Master of Science in Health Education or Master of Public Health program

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Master of Science in Health Education

https://catalog.purdueglobal.edu/graduate/health-sciences/health-education-ms/

may not use transfer credits to replace PU550 Public Health Leadership and Administration . This course

Master of Public Health

https://catalog.purdueglobal.edu/graduate/health-sciences/public-health-masters/

may not use transfer credits to replace PU550 Public Health Leadership and Administration . This course

PU550: Public Health Leadership and Administration Essay

PU680: Practical Skills in Public Health I Essay

PU680: Practical Skills in Public Health I Essay

PU680: Practical Skills in Public Health I

You will demonstrate public health knowledge and skills by working within a health organization. Through this onsite learning experience, you will engage with other public health professionals and train for the public health workforce. An onsite preceptor and University faculty member will evaluate student performance.

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Quarter Credit Hours: 4 | Prerequisite: PU550 and permission from the Clinical Placement Team PU680: Practical Skills in Public Health I PU680: Practical Skills in Public Health I Essay

Comprehensive SOAP Template Paper

Comprehensive SOAP Template Paper 

This template is for a full history and physical. For this course include only areas that are related to the case.

 

Patient Initials: _______                 Age: _______                                   Gender: _______

 

Note: The mnemonic below is included for your reference and should be removed before the submission of your final note.

L =location

O= onset

C= character

A= associated signs and symptoms

T= timing

E= exacerbating/relieving factors

S= severity

 

SUBJECTIVE DATA: Include what the patient tells you, but organize the information Comprehensive SOAP Template Paper.

 

Chief Complaint (CC): In just a few words, explain why the patient came to the clinic.

 

History of Present Illness (HPI): This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

 

Medications: Include over-the-counter, vitamin, and herbal supplements. List each one by name with dosage and frequency.

 

Allergies: Include specific reactions to medications, foods, insects, and environmental factors. Identify if it is an allergy or intolerance.

 

Past Medical History (PMH): Include illnesses (also childhood illnesses), hospitalizations.

 

Past Surgical History (PSH): Include dates, indications, and types of operations.

 

Sexual/Reproductive History: If applicable, include obstetric history, menstrual history, methods of contraception, sexual function, and risky sexual behaviors.

 

Personal/Social History: Include tobacco use, alcohol use, drug use, patient’s interests, ADL’s and IADL’s if applicable, and exercise and eating habits.

 

Immunization History: Include last Tdap, Flu, pneumonia, etc.

 

Significant Family History: Include history of parents, grandparents, siblings, and children.

 

Lifestyle: Include cultural factors, economic factors, safety, and support systems and sexual preference.

 

Review of Systems: From head-to-toe, include each system that covers the Chief Complaint, History of Present Illness, and History (this includes the systems that address any previous diagnoses). Remember that the information you include in this section is based on what the patient tells you so ensure that you include all essentials in your case (refer to Chapter 2 of the Sullivan text).

General: Include any recent weight changes, weakness, fatigue, or fever, but do not restate HPI data here.

            HEENT:

Neck:

            Breasts:

            Respiratory:

            Cardiovascular/Peripheral Vascular:

            Gastrointestinal:

            Genitourinary:

            Musculoskeletal:

            Psychiatric:

            Neurological:

            Skin: 

Hematologic:

            Endocrine:

            Allergic/Immunologic:

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OBJECTIVE DATA: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History unless you are doing a total H&P- only in this course. Do not use “WNL” or “normal.” You must describe what you see Comprehensive SOAP Template Paper.

 

Physical Exam:

Vital signs: Include vital signs, ht, wt, and BMI.

General: Include general state of health, posture, motor activity, and gait. This may also include dress, grooming, hygiene, odors of body or breath, facial expression, manner, level of consciousness, and affect and reactions to people and things.

HEENT:

Neck:

Chest

Lungs:

Heart

Peripheral Vascular: Abdomen:

Genital/Rectal:

Musculoskeletal:

Neurological:

Skin:

Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses.

 

ASSESSMENT: List your priority diagnosis (es). For each priority diagnosis, list at least three differential diagnoses, each of which must be supported with evidence and guidelines. For holistic care, you need to include previous diagnoses and indicate whether these are controlled or not controlled. These should also be included in your treatment plan.

 

PLAN: Include additional laboratory and diagnostic tests, consults, therapeutic modalities, health promotion patient education as well as disposition/follow up instructions as they pertain to your patients’ assessment. 

Treatment Plan: If applicable, include both pharmacological and non-pharmacological strategies, alternative therapies, follow-up recommendations, referrals, consultations, and any additional labs, x-ray, or other diagnostics. Support the treatment plan with evidence and guidelines.

 

Health Promotion: Include exercise, diet, and safety recommendations, as well as any other health promotion strategies for the patient/family. Support the health promotion recommendations and strategies with evidence and guidelines.

 

Disease Prevention: As appropriate for the patient’s age, include disease prevention recommendations and strategies such as fasting lipid profile, mammography, colonoscopy, immunizations, etc. Support the disease prevention recommendations and strategies with evidence and guidelines.

 

REFLECTION: Document what you learned from this experience? Any ah-ha’s?

 

You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 6th edition formatting.

 

________________________

Preceptor Signature and Date

Signature is REQUIRED for this Comprehensive SOAP Template assignment Comprehensive SOAP Template Paper

NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay

NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay

In our current practice nursing professionals have an agreed standardized terminology in which they use to connect amongst each other and additional healthcare professionals. According to Moorhead (2013), standardized terminology (ST) has facilitated nurses to collectively agree upon mutual terminology to describe assessments, interventions, and results related to nursing care documentation. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay. Nurses from various settings, practices, and demographic areas will be able to use and understand common terminology to recognize a patient specific problem, the implemented intervention, and the observed outcome. NANDA, NOC, and NIC are the organizations within standardized terminology that will be conversed throughout this paper and how they relate to patient care based on the scenario provided. The scenario is as follows: A 89 year old female is admitted for complaints of SOB and difficulty breathing. She is anxious, tachypnic, tachycardic, and blood pressure is elevated. Her lung sounds are rhonchi throughout, and she is currently saturating 93% on 5L O2.  She has a chest x-ray and swallow evaluation ordered and her lab work is pending.

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NANDA International also known as the North American Nursing Diagnosis Association is a qualified organization of standardized nursing terminology that develops, researches, and refines the standards and principals of nursing diagnoses. NANDA is dedicated to improving the quality and improvement of nursing care and patient safety through evidence-based research and practice. Park (2014) describes this organization as a “global force” for the development and use of nursing’s standardized terminology to guarantee patient safety and well-being through evidence-based care, ultimately refining the health care of all individuals. Based on the mentioned scenario useful nursing diagnoses would be: Impaired gas exchange r/t increased fluid volume or Ineffective airway clearance r/t altered delivery of oxygen. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay.

Nursing Outcomes Classification (NOC) is a comprehensive, standardized classification of desired patient outcomes established to appraise the effectiveness of interventions implemented by nursing professionals. The outcomes are developed for use in all healthcare settings and can be used across the care continuum to monitor patient outcomes throughout an illness or over an extended period of care. Since the outcomes describe patient or client status, other disciplines may find them useful for the evaluation of their interventions. In addition, standardized outcomes are necessary for documentation in electronic records, for use in clinical information systems, and for the development of nursing knowledge and the education of professional nurses (Moorhead, 2013). NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay. Desired outcomes for the above scenario and mentioned nursing diagnoses includes: Client will display patent airway with breath sounds clearing and absence of dyspnea in 48 hours. Client will demonstrate improved ventilation and oxygenation by SPO2 WNL, decreased need for supplemental oxygen, and absence of respiratory distress.

Nursing Interventions Classifications (NIC) is a complete, evidence and research-based, standardized classification of interventions that nurses provide to patients.  An intervention is defined as “any treatment, based upon clinical judgment and knowledge that a nurse performs to enhance patient/client outcomes” (Park, 2014). NIC is valuable for nurses in clinical research, management, documentation, communications, and evaluations. Park (2014) also says that the interventions identified by NIC can be independent or collaborative, direct or indirect patient care. It can also include administration, preventions, reductions, and advancement. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay. Nursing interventions that I would implement based on the above scenario include assessing the rate and depth of respirations and chest movement, auscultating lung sounds noting areas of decreased air flow and adventitious breath sounds, administering adequate oxygen therapy, and assessing the level of patient anxiety. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay.

Nursing professionals gather data and information from patients, apply the knowledge learned, and use the wisdom we have developed through experience to guide us in implementing an appropriate plan of action for our patients. Matney et al. (2011) stated, “The metastructure of nursing informatics is combining data and information that is gathered, and knowledge that is remembered from previous teaching to form wisdom that can be translated into a situation.” Data to information to knowledge to wisdom (DIKW) is considered an overarching concept that supports all of nursing and informatics practice. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay.

Data is the simplest part of the DIKW framework.  A sole piece of data does not have any true meaning, but it will lead to additional conversation, testing, and evaluation. Information is the assembly of data in a definite framework. Information can be described as the “who, what, when, where, and how” related to data. Knowledge is converting the information into an understanding and answering the “how” and “why” related to the available information. Lastly, wisdom is the suitable use of knowledge to manage and resolve the patients’ problem. Wisdom is often denoted to as the “thinking in action” approach to a situation. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay. The difference between knowledge and wisdom is memorizing the knowledge verses actually understanding the knowledge and how it converts to wisdom. As each level of DIKW evolves further critical thinking is applied and progression occurs (Matney et al., 2011).

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I recently had an 89 year old female patient who was admitted for dyspnea and SOB.  Her vital signs were: HR was in the 150’s, her BP was 189/98, RR were at 32, and she was saturating 93% on 5L O2. In order to gather more data and information I completed her physical assessment NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay. She was anxious and confused which was not her baseline. Her lung sounds were rhonchi throughout, her respirations were shallow and rapid. Based off the information I gathered, I knew the patient was not receiving an adequate amount of oxygen to her brain causing her to be more confused and anxious. Chest x-ray results revealed that she had severe pneumonia. It was also reported that the patient was having difficulty swallowing. A swallow exam was performed and the patient did not pass so it was determined that the patients pneumonia was due to aspiration. At that the point the patient was to be NPO with no exceptions. Blood cultures were obtained to make sure that the patient was not septic and then IV antibiotic therapy was initiated. I also received orders for IV Lasix to help rid the patient of the excess fluid in her lungs and a foley catheter to monitor her output. Respiratory treatments were also implemented as well as IV medication to help stabilize her heart rate and blood pressure. It was anticipated that the patient may go into further into respiratory distress and become unstable therefore vital signs were obtained more frequently, suction was set up at the bedside, and the doctors were made aware of current status. The patient was also stated on IV fluids at a low rate with added dextrose for temporary hydration. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay.

In closing, Standardized Terminology from organizations NANDA, NIC, NOC, and DIKW has benefited the nursing profession by acquiring a common understanding of implemented interventions for patients. Nurses who use ST are able to communicate efficiently to each other and further communicate with other health care disciplines by certifying that there is a mutual understanding or meaning of a given concept. STs are also used to escalate the prominence of nursing interventions, improve patient care and satisfaction, and improve data and information collection. Consequently, nursing care outcomes are evaluated which will help simplify the overall nursing practice. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay.

References

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science34(1), 6-18.

Moorhead, S. (2013). Nursing Outcomes Classification (NOC), Measurement of Health Outcomes, 5: Nursing Outcomes Classification (NOC). Elsevier Health Sciences. NR 512 Nursing fundamentals – Applying Standardized Terminology in Nursing Practice Essay

Park, H. (2014). Identifying Core NANDA‐I Nursing Diagnoses, NIC Interventions, NOC Outcomes, and NNN Linkages for Heart Failure.International journal of nursing knowledge25(1), 30-38.

Cardiovascular Shadow Health Self-Reflection example

Self-Reflection

Explicitly describe the tasks you undertook to complete this exam.

Student Response: I performed a comprehensive assessment. It is a complete, in-depth assessment that includes a complete health history and physical assessment. I have followed the comprehensive assessment following our school immersion examination steps for gathering an objective physical examination. I feel much more comfortable doing the head-to-toe examination somehow. In addition, the interview I performed to obtain were the personal history of illness, family medical history, current and past treatment, medications, risk factors, surgeries, and lastly interview for mental status.

Explain the clinical reasoning behind your decisions and tasks.

Student Response: Through a comprehensive assessment, the interview started with finding the reason for the clinic visitation, with any health concerns Tina may have. While interviewing Tina, I obtained the subjective data and an education on the current medical problem or preventive medical issues.

Identify how your performance could be improved and how you can apply “lessons learned” within the assignment to your professional practice.

Student Response: Overall, I have improved my assessment techniques by not only interviewing but also through a physical examination throughout the last 7 weeks. I’m glad that I have the opportunity to use this simulation before an encounter with my first real patient for clinical practice, and know what I am looking for assessment. Honestly, I have never comfortable to ask personal questions such as a sexual relationship, use of illicit drugs, etc. which I thought of privacy which I have never touched before in my nursing career. I realized these questions are part of the necessary data for assessing and diagnosis patients and I feel much comfortable and thankful for this opportunity.

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Explicitly describe the tasks you undertook to complete this exam.

Student Response: I performed a comprehensive assessment. It is a complete, in-depth assessment that includes a complete health history and physical assessment. I have followed the comprehensive assessment following our school immersion examination steps for gathering an objective physical examination. I feel much more comfortable doing the head-to-toe examination somehow. In addition, the interview I performed to obtain were the personal history of illness, family medical history, current and past treatment, medications, risk factors, surgeries, and lastly interview for mental status.

Explain the clinical reasoning behind your decisions and tasks.

Student Response: Through a comprehensive assessment, the interview started with finding the reason for the clinic visitation, with any health concerns Tina may have. While interviewing Tina, I obtained the subjective data and an education on the current medical problem or preventive medical issues.

Identify how your performance could be improved and how you can apply “lessons learned” within the assignment to your professional practice.

Student Response: Overall, I have improved my assessment techniques by not only interviewing but also through a physical examination throughout the last 7 weeks. I’m glad that I have the opportunity to use this simulation before an encounter with my first real patient for clinical practice, and know what I am looking for assessment. Honestly, I have never comfortable to ask personal questions such as a sexual relationship, use of illicit drugs, etc. which I thought of privacy which I have never touched before in my nursing career. I realized these questions are part of the necessary data for assessing and diagnosis patients and I feel much comfortable and thankful for this opportunity.