Application of Information to Professional Experiences Purpose Paper

/in /by

Application of Information to Professional Experiences Purpose Paper

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared Application of Information to Professional Experiences Purpose Paper.

ORDER A PLAGIARISM-FREE PAPER HERE

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Compare and contrast the pathophysiology of diverticular disease (diverticulosis) and acute diverticulitis. (CO1)

2. Identify risk factors for acute diverticulitis and the clinical signs and symptoms associated with the disease. (CO3)

3. Explain the significance of physical exam and diagnostic findings in the diagnosis of diverticular disease. (CO4)

Due Date:

Initial post is due on Wednesday by 11:59 p.m. MT. All posts are due by Sunday, 11:59 p.m. MT

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.

Total Points Possible: 100

Requirements:

1. Read the case study below.

2. In your initial discussion post, answer the questions related to the case scenario and support your response with at least one evidence-based reference by Wed., 11:59 pm MT.

3. Respond to at least one peer and all faculty questions directed at you, using appropriate resources, before Sun., 11:59 pm MT.

Case Scenario:

An 84- year-old -female who has a history of diverticular disease presents to the clinic with left lower quadrant (LLQ) pain of the abdomen that is accompanied by with constipation, nausea, vomiting and a low-grade fever (100.20 F) for 1 day.

On physical exam the patient appears unwell. She has signs of dehydration (pale mucosa, poor skin turgor with mild hypotension [90/60 mm Hg] and tachycardia [101 bpm]). The remainder of her exam is normal except for her abdomen where the NP notes a distended, round contour. Bowel sounds a faint and very hypoactive. She is tender to light palpation of the LLQ but without rebound tenderness. There is hyper-resonance of her abdomen to percussion.

The following diagnostics reveal:

Stool for occult blood is positive.

Flat plate abdominal x-ray demonstrates a bowel-gas pattern consistent with an ileus.

Abdominal CT scan with contrast shows no evidence of a mass or abscess. Small bowel in distended.

Based on the clinical presentation, physical exam and diagnostic findings, the patient is diagnosed with acute diverticulitis, and she is admitted to the hospital. She is prescribed intravenous antibiotics and fluids (IVF). Her symptoms improved and she could tolerate a regular diet before she was discharged to home Application of Information to Professional Experiences Purpose Paper.

Discussion Questions:

1. Compare and contrast the pathophysiology between diverticular disease (diverticulosis) and diverticulitis.

2. Identify the clinical findings from the case that supports a diagnosis of acute diverticulitis.

3. List 3 risk factors for acute diverticulitis.

4. Discuss why antibiotics and IV fluids are indicated in this case.

Category Points % Description
Application of Course Knowledge 30 30% The student:

· Compares and contrasts the pathophysiology between diverticular disease (diverticulosis) and acute diverticulitis.

· Identifies the clinical findings from the case that supports a diagnosis of acute diverticulitis.

· Lists 3 risk factors for acute diverticulitis.

· Discusses why antibiotics and IV fluids are indicated in this case.
Support from Evidence-Based Practice 30 30% · Initial discussion post is supported with appropriate, scholarly sources; AND

· Sources are published within the last 5 years (unless it is the most current CPG); AND

·  Reference list is provided and in-text citations match; AND

· All answers are fully supported with an appropriate EBM argument
Interactive Dialogue 30 30% In addition to providing a response to the initial post due by Wednesday, 11:59 p.m. MT, student provides a minimum of two responses weekly on separate days; e.g., replies to a post from a peer; AND faculty member’s question; OR two peers if no faculty question. A response to faculty could include a question posed to a student or the entire class or a faculty question directed towards another student. AND

· Evidence from appropriate scholarly sources are included; AND

· Reference list is provided and in-text citations match
  90 90% Total CONTENT Points= 90 pts
DISCUSSION FORMAT      
Category Points % Description
Organization 5 5% Organization: 

· Case study responses are presented in a logical format; AND

· Responses are in sequence with the numbered questions; AND

· The case study response is understandable and easy to follow; AND

· All responses are relevant to the case topic
Format 5 5% · Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

Application of Information to Professional Experiences Purpose Paper

Disaster Planning for Public Health Nursing Assignment

/in /by

Disaster Planning for Public Health Nursing Assignment

Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.  Disaster Planning for Public Health Nursing Assignment

Section 1: The Disaster, Man-Made or Natural

What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.

ORDER A FREE-PLAGIARISM PAPER HERE

Section 2: The Nursing Response

Formulate responses to the disaster, considering systems and community levels of intervention.
Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.
In addition to reviewing websites for information about your local disaster plan, you will need to locate best practice/evidence-based practice guidelines in professional literature to determine whether your community’s disaster plan is as sound as it might be or if there is room for improvement.

Section 3: Is My Community Prepared for a Disaster?

What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?

Evidence-Based Practice in Disaster Planning: Nurses as Leaders

Public health surveillance is one way that public health officials target intervention strategies (Turlock, 2016). Often, it is through prompt recognition of and reporting of incidents of communicable disease that a disaster can be averted (Turlock, 2016). Surveillance activities often prompt questions such as, What is causing the disease? How is it spreading? And who is at risk (Turlock, 2016)? While it is true that preparedness planning cannot eliminate all traces of threat to a community, planning assures that medical services and treatment are deployed in an effective, efficient, and rapid manner (Turlock, 2016). Public health plays a vital role in coordination of providers, assurance of supplies particularly when the Strategic National Stockpile pharmaceuticals and supplies are required, and mobilization of state and national response systems. Public health officials may also provide health care services when required (Turlock, 2016).
Stanhope (2016) noted that evidence-based practice (EBP) has become more important in health care for many reasons: increased expectations of consumers, increased availability of information through the Internet, increased accountability for results, health care economic changes, and growing numbers of lawsuits, among other reasons. EBP is a lifelong problem-solving approach that regularly produces excellent results and often provides the theoretical underpinnings for programs to mitigate problems in the community. Once programs are in place, evaluation of their effectiveness should be conducted to determine whether they are worth the continued expenditure of resources. Use of EBP is vital to assure safe outcomes for populations during disasters, such as massive communicable disease outbreaks, and should be the foundation of disaster-planning strategies.  Disaster Planning for Public Health Nursing Assignment

Disaster Planning for Public Health Nursing assignment -Required Readings

Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier.

Chapter 15, “Evidence-Based Practice” (pp. 342–354)
Chapter 23, “Public Health Nursing Practice and the Disaster Management Cycle” (pp. 503–528)
Chapter 24, “Public Health Surveillance and Outbreak Investigation” (pp. 529–544)
Chapter 25, “Program Management” (pp. 545–567)

Disaster Planning for Public Health Nursing Assignment – Required Media

Laureate Education (Producer). (2009a). Family, community and population-based care: Emergency preparedness and disaster response in community health nursing [Video file]. Baltimore, MD: Author.
TED. (2012). How to step up in the face of disaster [Video file]. Retrieved from                   https://www.ted.com/talks/caitria_and_morgan_o_neill_how_to_step_up_in_the_face_of_disaster
This Ted Talk describes the actions of two sisters who step up as leaders during a tornado disaster in their community. Disaster Planning for Public Health Nursing Assignment

Changes to Medicare Assignment

/in /by

Changes to Medicare Assignment

Using the University Online Library or the Internet, research about the changes to Medicare.

Based on your research and understanding, respond to the following:

  • Describe the changes to Medicare that are direct results of the Patient Protection and Affordable Care Act of 2010.

    ORDER A FREE-PLAGIARISM PAPER HERE

  • Analyze and explain the possible impacts upon the health care system as more Americans gain access to health care.
  • Explain the ways in which increased access to health care may affect baby boomers either positively or negatively.
  • Explore the role technology plays in accessing health care and on the Patient Protection and Affordable Act.
  • Analyze and explain the two new technologies that have affected health care in the past five years.
  • Analyze and describe the two new technologies that will be needed in the years ahead to keep up with the aging baby boomers.

Screening, Evaluation, and Management of Hypertension Presentation

/in /by

Screening, Evaluation, and Management of Hypertension Presentation

Screening, evaluation, and management of Hypertension.

Primary and secondary prevention of coronary heart disease and congestive heart failure.

Evaluation of Chest Pain.

Rheumatic Fever prevention Infective Endocarditis, Rheumatic heart, and valvular disease

Evaluation of Syncope, Palpitations, Asymptomatic Systolic Murmur.

Atrial Fibrillation, ventricular irritability, and angina.

ORDER A PLAGIARISM-FREE PAPER HERE

Leg Edema, Peripheral Venous & Arterial Diseases.

Screening, evaluation, and management of Hyperlipidemia & metabolic syndrome.

Evaluation of Chronic Fatigue, Weight Loss, Overweight & Obesity.

Anemia, screening, evaluation, and management Screening, Evaluation, and Management of Hypertension Presentation.

Stress and Conflict Management Essay

/in /by

Stress and Conflict Management Essay

Conflict may occur in any work environment, whether it is in the clinical setting, another department, or another organization. It is important to understand how conflict arises and how conflict is managed through effective communication.

The behavior of a leader has a direct impact on the motivation of his or her team. It is crucial for a leader to understand how his or her behavior and conflict-handling ability impact the care of patients.

Here is a scenario of a leader who is willing to handle conflicts in his or her workplace.

You are promoted to a management position in a small organization. There are four full-time members and three part-time members. You have a department manager currently overseeing the operations. You are excited to begin with your new assignment and have completed orientation. You heard some rumblings from the staff development team, “You have your work cut out for you in this department!” It does not sound promising, yet you are filled with energy, a positive attitude but a bit concerned as you do not want to appear bossy. You lack a bit of confidence since they are seasoned team members and you are new to the organization.

Once you begin your first day, you decide to meet with everyone as a group and individually over the next few days. What you are uncovering is disturbing and you quickly realize that the team members have lots of conflicts within the department. In a nutshell, this is what you have discovered: Stress and Conflict Management Essay

ORDER A FREE-PLAGIARISM PAPER HERE

  • The department manager thinks she is in charge since clients, customers, or patients have specialized needs. She is stern faced and does not seem to smile, yet she does not admit it is her or her department’s fault if there is an error. She seems to enjoy the increasing conflict among the unit as it takes any “pressure” off her and she can continue to “tell people what to do.”
  • Two full-time administrative staff members do not like each other and refuse to work together. One feels the other cooks “strange food” and cannot understand her when she speaks, and she is too quiet. The other staff member feels the first one is too outspoken and not gracious and hurries through her assignments. They share a small office and their work is critical to the success of the organization as they oversee all billing, accounts payable and receivable, and schedule the large projects and services to other organizations. The rest of the staff members avoid going to this office as the tension is clearly increased in this room.
  • The part-time staff feel they are not being offered any extra shifts and sometimes they are asked not to come to work if the day is slow. They feel they are not valued and are demotivated by less pay. This is a critical time for them due to the economy crisis. When they are at work, they often bring their home problems with them and seem stressed when they have to work with the other team members.

Answer the following questions:

  • How will you address each area and improve understanding, collaboration, motivation, and positive attitude?
  • How does emotional intelligence play a role in encouraging the staff to cooperate and to be willing to make behavior changes?
  • What behavior theory will you research to develop your thoughts when you speak to each staff member?
  • How important is decreasing overall conflict in the workplace?
  • How can you develop a win-win approach?

Note: Substantive comments should be included in your thoughts and responses for all class participation. Stress and Conflict Management Essay

 

Breast Conditions Case Study

/in /by

Breast Conditions Case Study

Discussion:

Throughout a woman’s life, her breasts go through many normal, healthy changes. However, patients do not always understand these changes and often visit health care providers for treatment. When examining these patients, you must be able to identify when a breast condition is the result of a safe and normal physiological change and when it is the result of an abnormal change requiring treatment and management. A diagnosis of a breast condition resulting from an abnormal change can be devastating for women, making emotional support as vital to women’s well-being as proper assessment, diagnosis, and management. For this Discussion, consider how you might diagnose, manage, and support the following two patients presenting with breast conditions: Breast Conditions Case Study

ORDER A FREE-PLAGIARISM PAPER HERE

Case Study 1:

You are seeing a 60-year-old Latina female, Gravida 4 Para 3104, who is concerned about a thick greenish discharge from her left breast for the past month. The discharge is spontaneous and associated with dull pain and burning. Upon questioning, she also tells you that she breastfed all her children and is currently not on any medications except for occasional Tylenol for arthritis. Her last mammogram, 14 months ago, was within normal limits. On exam, her left breast around the areola is slightly reddened and edematous. Upon palpation of the right quadrant, a greenish-black discharge exudes from the nipple. You note an ovoid, smooth, very mobile, non-tender 1 cm nodule in the RUIQ at 11:00 5 cm from the nipple. No adenopathy, dimpling, nipple discharge, or other associated findings. Her right breast is unremarkable. The patient expresses her desire to proactively decrease her risk for developing breast cancer.

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Then, based on the appropriate clinical guidelines, explain a treatment and management plan for the patient, including proper dosages for any recommended treatments. Finally, explain strategies for educating patients on the disorder. Breast Conditions Case Study

 

 

Comprehensive Psychiatric Evaluation And Patient Case Presentation

/in /by

Comprehensive Psychiatric Evaluation And Patient Case Presentation

Comprehensive Psychiatric Evaluation and Patient Case Presentation

Chief Complaint

I don’t have to give my name, people are after me, and I have to be careful.”

 

V.O. is a 35-year-old African American female who presented to ED with erratic and bizarre behavior. Patient was brought in because she was walking in and out of traffic, not answering appropriately to police queries, yelling, screaming, and singing, refusing to tell her name, paranoid and delusional. During assessment patient furnishes delayed responses to queries, aloof and oblivious, to events going on around her, detached and internally preoccupied; responding to internal stimuli, impaired clarity of thought, disrupted train of thought, distracted and disorganized thought and behavior, suspicious, distrustful, and hypervigilant. (UDS is positive for THC, cocaine, methadone and ETOH level 84 and medication non-compliance. No drug/food allergies reported. No family history of psychiatric reported. Denies having suicidal/homicidal ideations denies feeling depressed and denies auditory hallucinations. Denies history of suicidal attempts Comprehensive Psychiatric Evaluation And Patient Case Presentation.

Vital sign: BP 131/65, P 74, R 16, T 97.5, SPO2 98%RA, Weight 149lbs

PAST PSYCHIATRIC HISTORY

Schizoaffective disorder bipolar type.

Patient has had multiple psychiatric hospitalizations in different hospitals

PAST MEDICAL HISTORY Comprehensive Psychiatric Evaluation And Patient Case Presentation

Asthma

PERSONAL/SOCIAL HISTORY

Patient reports being single, never married, have 2 children that live with their father, homeless, unemployed, and receive monthly SSI. HCG negative, UDS positive for THC, cocaine, methadone and ETOH level 84. Denies owning any firearms and denies any legal history.

MENTAL STATUS EXAMINATION:

Patient is alert and oriented to person and situation.

Appearance: Disheveled, Unkempt

Attitude: Anxious, distrustful, guarded, impulsive, suspicious Normal developed

Posture: rigid

Eye contact: downcast

Expression: blank

Speech: delayed, incoherent, minimal

Insight: poor

Judgment: poor

Affect: Irritable, labile

Mood Irritable

ORDER A PLAGIARISM-FREE PAPER HERE

Attention: distracted, poor attention

Memory immediate: intact

Memory recent past: intact

Memory remote past: intact

Thought process: flight of ideas, loose association, tangentiality, and withdrawal

Thought content: delusions

Perceptual Disturbance: hallucinations

Medications:

Risperdal 2 mg PO QHS for psychosis

Depakote ER 500 mg PO Q daily for mood

Ativan 2 mg IM q 4 hrs. PRN for anxiety

Haldol 5 mg IM q hrs. PRN for agitation

Benadryl 50 mg IM Q 6 hrs. PRN for EPS

Ambien 10 mg PO QHS PRN for insomnia

Flovent 220 mcg inhalers administer 2 puffs q 12 hrs. for SOB/Wheezing Comprehensive Psychiatric Evaluation And Patient Case Presentation.

Diagnosis

Paranoid schizophrenia

Polysubstance abuse

PLEASE ADD ONE MORE DIAGNOSIS TO MAKE IT 3 BASED ON THE CASE STUDY. Subjective: What details did the patient provide regarding their personal and medical history? What are their symptoms of concern? How long have they been experiencing them, and what is the severity? How are their symptoms impacting their functioning? Comprehensive Psychiatric Evaluation And Patient Case Presentation

· Objective: What observations did you make during the interview and review of systems?

· Assessment: What were your differential diagnoses? Provide a minimum of three (3) possible diagnoses. List them from highest to lowest priority. What was your primary diagnosis, and why?

· Reflection notes: What would you do differently in a similar patient evaluation?

PLEASE ADD ONE MORE DIAGNOSIS TO MAKE IT 3 BASED ON THE CASE STUDY.

· Include at least five (5) scholarly resources to support the assessment and diagnostic reasoning Comprehensive Psychiatric Evaluation And Patient Case Presentation.

heritage assessment tools nursing essay

/in /by

heritage assessment tools nursing essay

The learning activity and corresponding assignment in this topic requires students to perform a heritage assessment with families selected by the student from their local community.

Interview three families from different cultures. One family should be from your own culture. Compare the differences in health traditions between these cultures.

Assess the three families using the “Heritage Assessment Tool.” In 1,000-1,500 words discuss the usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration. Include the following:

ORDER A FREE-PLAGIARISM PAPER HERE

1. Perform a heritage assessment on three families. One of these families should be from your own culture.

2. Identify common health traditions based on cultural heritage. Evaluate and discuss how the families subscribe to these traditions and practices. Address health maintenance, health protection, and health restoration as they relate to your assessment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

 

 

WHY NURSES SHOULD STUDY OBESITY

/in /by

WHY NURSES SHOULD STUDY OBESITY

Obesity is increasingly becoming a matter of great medical concern in modern health facilities. Tackling obesity should be prioritized in many health care facilities since it’s on the raise as the many researches carried out have shown. The specific impact of obesity is difficult to assess but its effect to general morbidity and premature death are known.

Body mass index (BMI) method is what is used to measure and determine if a person is obese as described by World Health Organization. This formulae is used in both male and female and gives the most vital indicator of overweight (BMI of 25 or above) and obesity. The BMI is only used as a guide as it does not put into account for muscle mass or for fat distribution which differ between individuals. In the United States the Obesity rates continues to rise at epic proportions. In order to tackle the menace, nurses and other medical professional should be in a position to handle and understand obesity. WHY NURSES SHOULD STUDY OBESITY

ORDER A FREE-PLAGIARISM PAPER HERE

The nurses need to know all aspects of obesity which include screening, predispositions, pathophysiology and management of the disease in order to help patients. The knowledge the nurses get will be important in lowering the number of cases of obesity in the country and in long run stop this growing epidemic. The number of obesity cases in children is raising rapidly and hence nurses who have knowledge on its management will be in a better position to help. By educating the nurses about obesity, the risk factors and co-morbidities that manifest due to obesity, will be handled in a professional manner and lead the Country to live in healthier ways.

Nurses will be taught on various causes of obesity in children which include lack of doing enough physical activities and prolonged immobility. Other causes factors leading to obesity include overeating in excess and combined with limited physical activities which will be well inculcated in their learning process. The learning about obesity will help nurses understand the pathophysiology of this life style disease, which is simply taking more calories than required.  Nurses will be introduced to the theory about child metabolism and hormone irregularities, which contributes to dysfunction of hormones and energy storage for a long period of time

References

Mulherin, K., Miller, Y. D., Barlow, F. K., Diedrichs, P. C., & Thompson, R. (2013). Weight stigma in maternity care: women’s experiences and care providers’ attitudes. BMC pregnancy and childbirth, 13(1), 19.

Swift, J. A., Hanlon, S., El‐Redy, L., Puhl, R. M., &Glazebrook, C. (2013). Weight bias among UK trainee dietitians, doctors, nurses and nutritionists. Journal of human nutrition and dietetics, 26(4), 395-402. WHY NURSES SHOULD STUDY OBESITY

The DNP Project: Implementation Considerations And Outcomes

/in /by

The DNP Project: Implementation Considerations And Outcomes

Considerations and Challenges for Implementation

The project manager has planned and prepared for barriers to impact project implementation. Implementing mindfulness will require leadership and staff support to be successful long term. The staff has endured a two-year pandemic, and staffing resources are limited. The lack of nurses will limit the amount of time the team will be available for training. The facility does not have a solid shared governance structure, and the staff may be resistant to change initially. The culture is established, and the nurses work well together and respect the more experienced nurses. The project manager will identify unit champions and leverage their rapport to gain participants to change the culture The DNP Project: Implementation Considerations And Outcomes.

Outcomes

The Figley Compassion Fatigue Scale will be utilized as the pretest and post-test. The data will be collected electronically using Survey Monkey. The nurses will answer the same 41-questions that were asked during the pretest. The data will be analyzed and compared. The Compassion fatigue scale was created in 1995 and has been validated. The nurse will respond to each question, rating it 0-5. The zero represents never, and five means very often. The nurse with points more significant than 36 will be identified as high risk for compassion fatigue (Kelly & Lefton, 2017).

ORDER A PLAGIARISM-FREE PAPER HERE

The test will be completed in 30 minutes or less. The project manager will not collect demographic data and will identify each nurse by the same number on the pre and post-test. The data will be abstracted from the post-test and compared to the pretest answer following the intervention. The subscale scores for each observation (baseline and post-intervention) will be calculated using the associated scoring rubric for the CFS (Beaumont et al., 2018). The CFS will be administered at baseline before the intervention is provided to each participant and then again at the end of the intervention to see a significant change in the subscale scores The DNP Project: Implementation Considerations And Outcomes. Because the outcome variables are subscales yielded from a validated instrument, the values will be considered as being continuous level measures. All analyses will be performed using SPSS Version 28 (Armonk, NY: IBM Corp.), and statistical significance will be assumed at an alpha value of 0.05 (Sinclair et al., 2017).

References

Beaumont, E., Durkin, M., Hollins Martin, C. J., & Carson, J. (2018). Measuring relationships between self-compassion, compassion fatigue, Burnout and well-being in student counsellors and student cognitive behavioural psychotherapists: A quantitative survey. Counselling and Psychotherapy Research, 16(1), 15–23. https://doi.org/10.1002/capr.12054

Kim, S. H., Schneider, S. M., Bevans, M., Kravitz, L., Mermier, C., Qualls, C., & Burge, M. R. (2013). PTSD symptom reduction with mindfulness-based stretching and deep breathing exercise: Randomized controlled clinical trial of efficacy. The Journal of Clinical Endocrinology & Metabolism, 98(7), 2984–2992. https://doi.org/10.1210/jc.2012-3742

Sinclair, S., Raffin-Bouchal, S., Venturato, L., Mijovic-Kondejewski, J., & Smith-MacDonald, L. (2017). Compassion fatigue: A meta-narrative review of the healthcare literature. International Journal of Nursing Studies, 69, 9–24. https://doi.org/10.1016/j.ijnurstu.2017.01.003

I NEED A COMMENT FOR THIS DISCUSSION BOARD WITH AT LEAST 2 PARAGRAPHS AND USE AT LEAST 3 SOURCES NO LATER THAN 5 YEARS The DNP Project: Implementation Considerations And Outcomes.