Nursing Essay Writing Proofreading

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Nursing Essay Writing Proofreading

Introduction

Proofreading involves reading your document to correct the smaller typographical, grammatical, and spelling errors. Proofreading is usually the very last step you take before sending off the final draft of your work for evaluation or publication. It comes after you have addressed larger matters such as style, content, citations, and organization during revising. Like revising, proofreading demands a close and careful reading of the text. Although quite tedious, it is a necessary and worthwhile exercise that ensures that your reader is not distracted by careless mistakes.

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Tips for Proofreading

  • Distance yourself from your work.
    • Set aside the document for a few hours or even a few days before proofreading. Taking a bit of time off enables you to see the document anew. A document that might have seemed well written one day may not look the same when you review it a few days later. Taking a step back provides you with a fresh (and possibly more constructive) perspective.
  • Proofread at a specific time of day.
    • Make a conscious effort to proofread at a specific time of day (or night!) when you are most alert to spotting errors. If you are a morning person, try proofreading then. If you are a night owl, try proofreading at this time. Nursing Essay Writing Proofreading
  • Print a hard copy of the text.
    • Reviewing the document in a different format and having the ability to manually circle and underline errors can help you take the perspective of the reader, identifying issues that you might ordinarily miss. Additionally, a hard copy gives you a different visual format (away from your computer screen) to see the words anew.
  • Do not rely exclusively on grammar and spelling checkers.
    • Although useful, programs like Word’s spell-checker and Grammarly can misidentify or not catch errors. Although grammar checkers give relevant tips and recommendations, they are only helpful if you know how to apply the feedback they provide. Similarly, MS Word’s spell checker may not catch words that are spelled correctly but used in the wrong context (e.g., differentiating between their, they’re, and there). Beyond that, sometimes a spell checker may mark a correct word as wrong simply because the word is not found in the spell checker’s dictionary. To supplement tools such as these, be sure to use dictionaries and other grammar resources to check your work. You can also make appointments with our writing instructors for feedback concerning grammar and word choice, as well as other areas of your writing!
  • Read your text aloud and slowly.
    • Reading a text aloud allows you to identify errors that you might gloss over when reading silently. This technique is particularly useful for identifying run-on and other types of awkward sentences. If you can, read for an audience. Ask a friend or family member to listen to your work and provide feedback, checking for comprehension, organization, and flow.
  • Have someone else read aloud to you.
    • Hearing someone else read your work allows you to simply listen without having to focus on the written words yourself. You can be a more critical listener when you are engaged in only the audible words. Nursing Essay Writing Proofreading
  • Go through the paper backwards.
    • By reading the document backwards, sentence by sentence, you are able to focus only on the words and sentences without paying attention to the context or content.
  • Use a ruler or blank piece of paper.
    • Placing a ruler or a blank sheet of paper under each line as you read it will give your eyes a manageable amount of text to read.
  • Check for familiar errors.
    • If you can identify one type of error that you struggle with (perhaps something that a faculty member has commented on in your previous work), go through the document and look specifically for these types of errors. Learn from your mistakes, too, by mastering the problem concept so that it does not appear in subsequent drafts.
  • Proofread for one type of error at a time.
    • Related to the previous strategy of checking for familiar errors, you can proofread by focusing on one error at a time. For instance, if commas are your most frequent problem, go through the paper checking just that one problem. Then proofread again for the next most frequent problem.
  • Ask someone else to look over the document.
    • After you have finished making corrections, have someone else scan the document for errors. A different set of eyes and a mind that is detached from the writing can identify errors that you may have overlooked. Nursing Essay Writing Proofreading
  • Proofreading is not just about errors.
    • Remember that proofreading is not just about errors. You want to polish your sentences, making them smooth, interesting, and clear. Watch for very long sentences, since they may be less clear than shorter, more direct sentences. Pay attention to the rhythm of your writing; try to use sentences of varying lengths and patterns. Look for unnecessary phrases, repetition, and awkward spots. Nursing Essay Writing Proofreading

Nursing Essay Writing Grammar: Noun–Pronoun Agreement

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Nursing Essay Writing Grammar: Noun–Pronoun Agreement

Noun-Pronoun Agreement Basics

The purpose of a pronoun is to take the place or refer back to a noun in a sentence. Just like subjects and verbs, nouns and pronouns should agree in number within a sentence.

Singular Noun, Singular Pronoun

When writing a sentence, using the same word more than once can get repetitive.

Example: Francine edited her paper because her paper was full of errors.

  • Rather than repeating “paper” twice, it is possible to use a pronoun.

Revision: Francine edited her paper because it was full of errors. Nursing Essay Writing Grammar: Noun–Pronoun Agreement

  • Since “paper” is singular (there is only one), use a singular pronoun (“it”) to replace it.

Remember to find the true subject of the sentence to determine if the pronoun should be singular or plural. See our webpage on subject–verb agreement for more on singular and plural subjects.

Example: Each student must find his or her own note-taking strategy.

  • Since the subject is singular (“each“), the pronoun (“his or her”) must also be singular.

Example: Neither Bob nor Alex believed he would receive the award.

  • Since the subject is singular (“neither”), the pronoun (“he”) must also be singular.

Example: A community group of teachers is meeting tonight to see if it can find a way to help students improve their SAT scores.

  • Since the subject is singular (“a community group”), the pronoun (“it”) must also be singular.

Singular “They”

Recently, many academic and popular publications have started accepting the use of the pronoun “they” as a singular pronoun, meaning writers use “they” to correspond to singular subjects in an effort to avoid gendered pronouns. Although the pronoun “they” is only a plural pronoun in some style guides, APA encourages writers to use “they” as a singular or plural pronoun with the specific intention of embracing gender diversity. Nursing Essay Writing Grammar: Noun–Pronoun Agreement

According to the APA Style blog, “when transgender and gender nonconforming people (including agender, genderqueer, and other communities) use the singular “they” as their pronoun, writers should likewise use the singular “they” when writing about them” (para. 1).

With this understanding in mind, when writers are specifically writing about a person or group of people who prefer the singular “they,” writers should also use the singular “they.” Where relevant, we recommend writers explicitly explain that they are using the singular “they” to follow the self-identifications of the people they are discussing.

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Additionally, writers can often avoid the issue of gender-neutral singular pronouns by revising a sentence to make the subject plural:

Original sentence: A teacher should carefully choose professional development opportunities that address her gaps in knowledge. Nursing Essay Writing Grammar: Noun–Pronoun Agreement

Revised sentence: Teachers should carefully choose professional development opportunities that address their gaps in knowledge.

Plural Noun, Plural Pronoun

When the subject of the sentence is plural, the pronoun in the sentence becomes plural as well.

Example: When students arrive on the first day of school, students need help finding the right classroom.

  • Since “students” is plural, use a plural pronoun to replace it.

Revision: When students arrive on the first day of school, they need help finding the right classroom.

Remember to find the true subject of the sentence to determine if the pronoun should be singular or plural. See our webpage on subject–verb agreement for more on singular and plural subjects.

Example: When a supervisor and an employee disagree, they should discuss the situation.

  • Since the subject is plural (“a supervisor and an employee”), the pronoun (“they”) must also be plural.

Example: The professor hoped that the students had reviewed their notes carefully.

  • Since the subject is plural (“students”), the pronoun (“their”) must also be plural.

Example: Both Smith (2016) and Taylor (2017) believed their results would lead to social change.

  • Since the subject is plural (“both”), the pronoun (“their”) must also be plural. Nursing Essay Writing Grammar: Noun–Pronoun Agreement

Pronoun Ambiguity

Although pronouns are useful to help writers avoid repetition, they should be used sparingly to keep the meaning of the sentence clear. Take a look at this sentence:

Example: When Jeff and Brian joined the team members, they were scared.

  • The pronoun here (“they”) is unclear–to whom does it refer? Was the team scared? Were Jeff and Brian scared? In this example, because the pronoun “they” is ambiguous, choosing a noun rather than a pronoun will help with clarity.

Revision: When Jeff and Brian joined the team members, the team members were scared.

Gender-Neutral Pronouns Policy

Walden University prides itself as an inclusive institution that serves a diverse population of students. Committed to broadening the university’s understanding of inclusivity and diversity, Walden will now accept gender-neutral pronouns in student writing. This practice acknowledges APA’s recent endorsement of the singular “they” and also embraces alternative pronouns currently in circulation (e.g., the nominatives xe, ve, ze/zir, ey, and zhe and their associated derivations). Walden recognizes that discussion around gender identity is ongoing. As such, the university will accept any pronoun in student writing so long as evidence can be provided that it is accepted as a respectful term by the community it represents. Nursing Essay Writing Grammar: Noun–Pronoun Agreement

Nursing Essays Thesis Statements

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Basics of Thesis Statements

The thesis statement is the brief articulation of your paper’s central argument and purpose. You might hear it referred to as simply a “thesis.” Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper’s length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

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Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, “Which scholarly articles? What is the topic of this paper? What field is the author writing in?” Additionally, the purpose of the paper—to “examine…to find similarities and differences” is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply. Nursing Essays Thesis Statements

Better: In this essay, I will argue that Bowler’s (2003) autocratic management style, when coupled with Smith’s (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison (“can reduce the expenses associated with employee turnover”).

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper’s assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School’s antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like “ineffective” and “argue” show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information (“student interviews,” “antibullying”) further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language. Nursing Essays Thesis Statements.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, “Would a scholar in my field disagree with this point?” Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick’s (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership (“participatory leadership”), narrowing the topic, and has made an arguable claim (this type of leadership is “appropriate” to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student’s paper can now proceed, providing specific pieces of evidence to support the arguable central claim. Nursing Essays Thesis Statements

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student’s field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it’s usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

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Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific (“conservation methods,” “green organizations”), so the reader is able to see concretely the ideas the student is communicating. Nursing Essays Thesis Statements

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are “always alternatives” to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages’ worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Extra Tips
Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

In this essay, I argue ____, using ______ to assert _____.
While scholars have often argued ______, I argue______, because_______.
Through an analysis of ______, I argue ______, which is important because_______.
Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize, and explain to describe the main purpose of your paper. These words imply a paper that summarizes or “reports,” rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question, and interrogate. These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla’s blog post for tips on taking a stand in a well-crafted thesis statement. Nursing Essays Thesis Statements

NURS 432 Becoming Influential Nursing Shortage Essay

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NURS 432 Becoming Influential Nursing Shortage Essay

Assignment 2: Becoming Influential (20%)
Due at the end of Unit 8

Introduction

As a nurse you have a role in increasing the public visibility and credibility of your profession. You are developing the skills and knowledge to influence public opinion and actions related to issues of the health and well-being of society. All nurses have some responsibility to be �leaders� and to influence the thinking and action of others on matters of health in a positive way.

The goal of this assignment is to give you an opportunity to practice some of the key skills of effective nursing leaders such as communication, advocacy, and negotiation. In other words the goal of this assignment is to give you practice at becoming influential.

Directions

  1. Before you begin, review Chapter 12 (Telling Nursing�s Story) in Becoming Influential (Sullivan, 2013).
  2. Decide on your message. Chose an issue, quality, concern, or characteristic related to the profession of nursing about which you would like the public to know more. You might get inspiration from your experiences in the program or from reading you have done.
  3. Determine how you could best share your message with the public and which sector of the public would be most appropriate to share your message with. Who is the most appropriate target for your message? For example, is your message about a particular concern related to health care that you could share with your MP or a national lobby group in order to influence legislation or public policy? Is your message related to a local health issue that might be most appropriately shared through a Letter to the Editor of your local newspaper?
  4. Based on your thinking from point 3 write your message in an appropriate form to the agency or person you have selected.
  5. Summarize your process in a 3-4page double-spaced paper, excluding the title and reference pages, that includes the following headings:

Deciding on My Message

How did you select the issue, quality, concern or characteristic about the profession of nursing that you wanted the public to know more about? What is the theme of your message? Why do you think this message is important? What do you hope to accomplish by sharing your message?  NURS 432 Becoming Influential Nursing Shortage Essay

Deciding on How to Share My Message

How would you share your message to have the most influence? Describe how you would choose an appropriate target for your message. What person, agency, or institution would you select and why? What considerations would influence the format, timing, and follow-up of your submission? What obstacles might you face and how would you overcome these? What negation and advocacy skills would you need to get your message out?

My Message

Append your message in the format you have chosen. NOTE: please do not actually send your message at this point.

What I Learned From This Assignment � Discuss what you learned from this assignment. Why do you think that nursing is seldom mentioned in media discussions related to health care? How do you think you can become more influential in this regard? What will you do to increase the visibility and credibility of your profession in the future?

Assignment 2 Marking Guide — Becoming Influential (20%) Due at the end of Unit 8

Name �

Score ___/20 = ___%

Content

Maximum Value 15%

  • The three areas of discussion are included: a description of how you selected your message; a discussion of how you determined the content for your message and the target audience for your message; and a discussion of what you learned from the assignment.
  • The discussion of these topics is reflective and includes appropriate references to course materials.
  • The assignment includes insights into how you can become more influential.
  • The submission is focused on the topic, effectively written, and appropriate for the target person/audience selected.

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Comments:

Format/Presentation

Maximum Value 5%

  • Paper is informative and succinct (within page limit).
  • Paper is written in a well-organized way.
  • It is written in scholarly format with title page, sentences, paragraphs, headings etc.
  • APA format (6th ed) is used. NURS 432 Becoming Influential Nursing Shortage Essay
  • Presentation is free of errors in spelling, punctuation, grammar, sentence structure etc.

Comments:

 

Assignment: Plan of Care Proposal Power Point Presentation

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Assignment: Plan of Care Proposal Power Point Presentation

Assignment: Plan of Care Proposal Power Point Presentation

Directions: All speaker notes & pictures must have In-text citations. Please do not copy word for word. This is an accumulative power point from the last 6 weeks that you have written. You can use all previous material/Articles to build this power point with accompanying speaker’s notes. 

The book we are using is The Case Manager’s Handbook 6th ed. by Catherine M. Mullahy

Chapter 13 “Evidence-Based Practice for Case Managers: Data-Driven Decision Making”

Chapter 23 “The Case Manager’s Role in the Era of Value-Based Health Care” Assignment: Plan of Care Proposal Power Point Presentation

Chapter 24 “New Case Management and Healthcare Provider Approaches for Managing the High-Risk, High-Cost Patient”

Population Health:  What is it?

The focus of population health management is “value-based” care. Population health management utilizes a strategy of improving the delivery of care, containing healthcare costs, and improving the health of the overall community (Mullahy, 2016).

Population health management is also connected to reimbursement, as healthcare systems are tasked with prevention of readmissions and working with community leaders to decrease/reduce the number of persons with conditions such as obesity and incidence of smoking (Mullahy, 2016).

In this Assignment, you will develop a plan of care proposal. This plan of care will be in the form of a Microsoft PowerPoint presentation. Please include the following information in your PowerPoint.

  • Introduction of Presenter: 1 slide
  • Summary of POI: 2–3 slides
  • Highlights from Interview of Case Manager: 1 slide
  • Discussion of Legislative Issue: 1 slide
  • Discussion of Legal and Ethical Issues Related Your POI: 1 slide
  • Technology in your POI (currently used technology and your
  • idea for new technology): 2 slides
  • Population Health Model — Visualization and Description of Model Developed: 1–2 slides
  • Best Practices/Recommendations for Case Management in Your POI: 2–3 slides
  • Barriers to Implementing Best Practices: 1 slide
  • How to Overcome Barriers: 1 slide
  • Quiz for the Audience — Three Review Questions for Audience: number of slides will vary
  • Summary of Information: 1 slide
  • List of References at least Five scholarly resources are required, you will most likely have more than five.
  • Citations should be included on slides throughout presentation

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Presentation Requirements

Recorded Audio PPT: Please record audio to your PPT presentation. The finished Assignment should be a narrated PowerPoint presentation of 16–20 slides, not including title and reference slides. The audio presentation should be at least 12 minutes and not exceed 15 minutes. Assignment: Plan of Care Proposal Power Point Presentation. The viewpoint and purpose of this Assignment should be clearly established and sustained. I will do the recorded audio (voice-over).

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (displayed above);
  • consult the Grading Rubric to make sure you have included everything necessary;
  • utilize spelling and grammar check to minimize errors; and
  • review APA formatting and citation information found in the Writing Center, online, or elsewhere in the course.

Your writing Assignment should:

  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th edition format for organization, style, and crediting sources, including:
    • properly formatted header
    • use of in-text citations
    • title and reference slides
    • headings (if applicable)

Rule of Thumb for power point

  • Stay under 6 words per line
  • Stay under 6 lines per slide
  • Avoid long sentences
  • Larger font indicates important information
  • Font size ranges from 18 to 48
  • Fancy fonts are hard to read
  • ALL CAPS ARE HARD TO READ or can sometimes look like shouting. However, sometimes all caps are used to get the reader’s attention. Use judgement when using all caps..
  • Avoid abbreviations and acronyms
  • Limit punctuation marks!!!!!
  • Bulleting gives structure/organization to slides
  • Limit to 6 bullets per slide
  • Make bullets visible; 18-24 font
  • Limit each bullet to 6 words
  • Contrast the text with the background

Class, avoid “overcrowding” the slides, use bullet points, short worded sentences etc., and use the speaker note section to explain each slide… Speaker notes are important and it is the area where you will place long sentences, paragraphs to explain each slide. In the speaker notes you will also in-text cite information. It is almost similar to a “written paper version” although not that lengthy. Sometimes, speaker notes might be 4-6 sentences a paragraph or two paragraphs to get all of the main points and notes in to describe each slide. This is again, where you will do the majority of the in-text citations. Your slides might occasionally have a citation to cite pictures, art, or listed information that you got from a reference to give credit to the reference.  Assignment: Plan of Care Proposal Power Point Presentation

Reference Articles sent

Experts: Baby’s mother is the best treatment for NAS. (2016). Brown University Child & Adolescent Psychopharmacology Update, 18(5), 1–4. https://doi.org/10.1002/cpu.30123 Assignment: Plan of Care Proposal Power Point Presentation

 

Conceptual-Theory-Empirical (C-T-E) structure Paper

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Conceptual-Theory-Empirical (C-T-E) structure Paper

Topic: C-T-E

Conceptual-Theory-Empirical (C-T-E) formalization is a way to analyze research by systematically testing or generating theory. The function of theory is to help us better understand the world. The C-T-E system is a whole system of nursing knowledge. Review the holarchy of nursing knowledge, note its application to real-world practice.

Writing in the voice of your chosen theorist, describe the Conceptual-Theory-Empirical (C-T-E) structure process you used in creating your theory?

The nurse theorist I chose is Patricia Benner “Novice to Expert” nursing theory. As my advanced practice role in a clinical nurse educator. Please follow these instructions and rubic, articles, at least two references. I will upload a few articles.

Since this paper is to be written in the voice of the theorist you must have some material/articles/references written by the theorist. I will upload material/articles/reference that can be used. You can use any references you find. Need to find a bio on her.

The textbook we use:

Butts, J. (2018). Philosophies and theories for advanced nursing practice. (3rd ed.) Burlington, MA: Jones & Bartlett Learning.

  • Chapter 5: “Components and Levels of Abstraction in Nursing Knowledge” Conceptual-Theory-Empirical (C-T-E) structure
  • Chapter 6: “Complexity Science and Complex Adaptive Systems”

Please use at least two scholarly resources and use in-text citations in this Discussion. Please be sure to cite your sources. You can use any of the following references or others you find.

Reference

Altmann, T. K. (2007). An evaluation of the seminal work of patricia benner: Theory or philosophy? Contemporary Nurse: A Journal for the Australian Nursing Profession, 25(1), 114-23. Retrieved from https://libauth.purdueglobal.edu/login?url=https://search-proquest-com.libauth.purdueglobal.edu/docview/203177087?accountid=34544

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Benner, P. (1982, Mar.). From Novice to Expert. The American Journal of Nursing, 82(3). pp 402-407. Retrieved from file:///C:/Users/jrsha/Downloads/3%20-%20Benner%20-%20Novice%20to%20Expert-1.pdf

Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Reading, MA: Addison-Wesley.

Benner, P. (1994). The role of articulation in understanding practice and experience as sources of knowledge in clinical nursing. In J. Tully (Ed.), Philosophy in an age of pluralism: The philosophy of Charles Taylor in question (pp. 136-155). New York: Cambridge University Press.

Benner, P. (2004). Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education. Bulletin of Science, Technology & Society, 24(3), 188–199. https://doi.org/10.1177/0270467604265061 Conceptual-Theory-Empirical (C-T-E) structure

Dreyfus, S. & Dreyfus, H. (1980, Feb). A Five-Stage Model of the Mental Activities Involved In Directed Skill Acquisition. Retrieved from https://www.researchgate.net/publication/235125013_A_Five-Stage_Model_of_the_Mental_Activities_Involved_in_Directed_Skill_Acquisition

Fawcett, J. (2015). Evolution of the science of unitary human beings: The conceptual system, theory development, and research and practice methodologies. Visions: The Journal of Rogerian Nursing Science, 21(1), 9-16.

McConnell, J. M. (2015). A Conceptual-Theoretical-Empirical Framework for Self-Forgiveness: Implications for Research and Practice. Basic & Applied Social Psychology, 37(3), 143–164. https://doi.org/10.1080/01973533.2015.1016160

Nursing Theory. (2016). From Novice to Expert. Retrieved from. https://nursing-theory.org/theories-and-models/from-novice-to-expert.php

Pan, J. (2012). The Theory of Multi-level Governance: Conceptual, Empirical, and Normative Challenges – By Simona Piattoni. Political Studies Review, 10(2), 296–297. https://doi.org/10.1111/j.1478-9302.2012.00266_14.x Conceptual-Theory-Empirical (C-T-E) structure

 

NRS 433 wk 2 Rough Draft Qualitative Research Critique and Ethical Considerations template

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NRS 433 wk 2 Rough Draft Qualitative Research Critique and Ethical Considerations template

Rough Draft Qualitative Research Critique and Ethical Considerations

You will pick two of your approved qualitative studies for this assignment. Please make sure you read my feedback because if I told you that the article was not approved, then you will get a zero for this assignment if you use it.

Rough Draft Qualitative Research Critique and Ethical Considerations

This is your introduction. Please tell the reader about your topic of interest. Explain why you are interested in researching this topic. Please include your PICO question so the reader can follow your purpose of the articles you selected.

Title and Author(s) of Article 1

Background Article 1

Identify the clinical problem and research problem that led to the study. In a qualitative study, the researchers are often looking for knowledge, attitudes, and beliefs. Often knowledge, attitude and beliefs lead to noncompliance or errors. Sometimes if we better understand people we can take better care of them.. How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem. Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims. List research questions that the study was designed to answer- these are not the questions that the researcher asked the participants. NRS 433 wk 2 Rough Draft Qualitative Research Critique and Ethical Considerations template. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. Were the purpose and research questions related to the problem? Be sure to include your textbook by citing what your book says about how the problem, purpose and questions are all related! This is essential because without scholarly support you are giving your opinion.

Title and Author(s) of Article 2

Background Article 2

Identify the clinical problem and research problem that led to the study. In a qualitative study, the researchers are often looking for knowledge, attitudes, and beliefs. Often knowledge, attitude and beliefs lead to noncompliance or errors. Sometimes if we better understand people we can take better care of them.. How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem. Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims. List research questions that the study was designed to answer- these are not the questions that the researcher asked the participants. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. Were the purpose and research questions related to the problem? Be sure to include your textbook by citing what your book says about how the problem, purpose and questions are all related! This is essential because without scholarly support you are giving your opinion. NRS 433 wk 2 Rough Draft Qualitative Research Critique and Ethical Considerations template

 

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Relationship to Nursing Practice

            Explain how each of your two articles will be used to answer your PICO question and how interventions and comparison groups in the articles relate to those in your PICO question

Method of Study- Article 1

Was the study phenomenological, ethnographic, grounded, narrative, or case study?  Use your textbook to explain the type of study you believe the study to be. Sometimes it is written and sometimes it is assumed by the research question and purpose. Describe the sample population; was it adequate and appropriate for the study? What does your book say about population sample size? What data collection tools were used? How did the researchers sort the data?  How were results analyzed? How was bias controlled?

There is always a review of the literature section. Find the section and see what types of literature the authors read to get foundation for this study. In the review of the literature did the author cite quantitative and qualitative studies relevant to the focus of the study? Are the references current?  What does your textbook author say about articles older than 5 years for quantitative and qualitative studies? Did the literature review include adequate information to build a logical argument? NRS 433 wk 2 Rough Draft Qualitative Research Critique and Ethical Considerations template

Method of Study- Article 2

Was the study phenomenological, ethnographic, grounded, narrative, or case study?  Use your textbook to explain the type of study you believe the study is. Sometimes it is written and sometimes it is assumed by the research question and purpose. Describe the sample population; was it adequate and appropriate for the study? What does your book say about population sample size? What data collection tools were used? How did the researchers sort the data?  How were results analyzed? How was bias controlled?

There is always a review of the literature section. Find the section and see what types of literature the authors read to get foundation for this study. In the review of the literature did the author cite quantitative and qualitative studies relevant to the focus of the study? Are the references current?  What does your textbook author say about articles older than 5 years for quantitative and qualitative studies? Did the literature review include adequate information to build a logical argument?

Combined Results of the Studies

            Summarize key findings of each study in two comprehensive paragraphs. Please make sure you include implications of the two studies to nursing practice. NRS 433 wk 2 Rough Draft Qualitative Research Critique and Ethical Considerations template

Ethical Considerations

Discuss how the researchers in your two studies ensured ethical considerations while conducting the research.  Discuss two ethical considerations in conducting research.  What did your book state as imperative in protecting participants?

Conclusion

Restate your PICO and make connection between your PICO and the qualitative studies. Make sure to emphasize the importance and congruity of the thesis statement, provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice. Also, incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. Integrate a summary of the knowledge learned. NRS 433 wk 2 Rough Draft Qualitative Research Critique and Ethical Considerations template

References

YOUR ARTICLES (PLUS YOUR BOOK)

Green, S. & Johnson, J. (n.d.). Research ethics and evaluation of qualitative research in Helbig, J. (n.d.) History and process of nursing research, evidence-based nursing practice and quantitative and qualitative research. From: https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1/#/chapter/2 NRS 433 wk 2 Rough Draft Qualitative Research Critique and Ethical Considerations template

NRS 433 wk3 template – Quantitative Research Critique

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NRS 433 wk3 template – Quantitative Research Critique

Rough Draft Quantitative Research Critique and Ethical Considerations

Your Name

Grand Canyon University

Date:

You will pick two of your approved quantitative studies for this assignment. Please make sure you read my feedback because if I told you that the article was not approved, then you will get a zero for this assignment if you use it.

Rough Draft Quantitative Research Critique and Ethical Considerations

This is your introduction. Please tell the reader about your topic of interest. Explain why you are interested in researching this topic. Be careful not to write exactly what you wrote in week 2 paper or you will self-plagiarizeJ.   Please include your PICO in either the introduction or the background.

Title and Author(s) of Article 1

Background Article 1

Identify the clinical problem and research problem that led to the study. How did the author establish the significance of the study? In other words, why should the reader care about this study? Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims. List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. Were the purpose and research questions related to the problem? Did the authors cite a hypothesis? Be sure to support your response with textbook information regarding the hypothesis that drove the study. NRS 433 wk3 template – Quantitative Research Critique

Title and Author(s) of Article 2

Background Article 2

Identify the clinical problem and research problem that led to the study. How did the author establish the significance of the study? In other words, why should the reader care about this study? Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims. List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. Were the purpose and research questions related to the problem? Did the authors cite a hypothesis? Be sure to support your response with textbook information regarding the hypothesis that drove the study.

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Relationship to Nursing Practice

            Explain how each of your two articles will be used to answer your PICO question and how interventions and comparison groups in the articles relate to those in your PICO question NRS 433 wk3 template – Quantitative Research Critique

Method of Study- Article 1

Was the study descriptive, correlational, experimental, quasi-experimental? Did the researcher tell you what type of study this is, or did you deduct it from textbook definition and the way the researcher collected data- such as how the sample was collected, variables, etc.? Use your book to support your response. Describe the sample population. What does your book say about population sample size? What data collection tools were used? How did the researchers sort the data?  How were results analyzed? How was bias controlled?

There is always a review of the literature section. Find the section and see what types of literature the authors read to get foundation for this study. What does your textbook author say about articles older than 5 years and importance of scholarly articles in the literature review? In the review of the literature did the author cite quantitative and qualitative studies relevant to the focus of the study? Are the references current?  Did the literature review include adequate information to build a logical argument? Were articles strong evidence to support the study?

Method of Study- Article 2

Was the study descriptive, correlational, experimental, quasi-experimental? Did the researcher tell you what type of study this is, or did you deduct it from textbook definition and the way the researcher collected data- such as how the sample was collected, variables, etc.? Use your book to support your response. Describe the sample population. What does your book say about population sample size? What data collection tools were used? How did the researchers sort the data?  How were results analyzed? How was bias controlled?

There is always a review of the literature section. Find the section and see what types of literature the authors read to get foundation for this study. What does your textbook author say about articles older than 5 years and importance of scholarly articles in the literature review? In the review of the literature did the author cite quantitative and qualitative studies relevant to the focus of the study? Are the references current?  Did the literature review include adequate information to build a logical argument? Were articles strong evidence to support the study? NRS 433 wk3 template – Quantitative Research Critique

Combined Results of the Studies 

Summarize key findings of each study in two comprehensive paragraphs. Please make sure you include implications of the two studies to nursing practice.

Anticipated Outcomes and Outcomes Comparison

What are the anticipated outcomes for your PICOT question? How do the outcomes of your chosen articles compare to your anticipated outcomes?

Conclusion

Make sure to emphasize the importance and congruity of the thesis statement, provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice. Also, incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. Integrate a summary of the knowledge learned

References

YOUR ARTICLES (PLUS YOUR BOOK)

McNiff, P. & Petrick, M. (n.d.). Quantitative research: Ethics, theory, and research in Helbig, J. (n.d.) History and process of nursing research, evidence-based nursing practice and quantitative and qualitative research. From: https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1/#/chapter/3 NRS 433 wk3 template – Quantitative Research Critique

 

NURS 6640: Psychotherapy with Individuals – Week 10: Case Study

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NURS 6640: Psychotherapy with Individuals – Week 10: Case Study

Psychotherapy With Older Adults

According to the Institute of Medicine, more than 20% of the growing older adult population has a mental health disorder (IOM, 2012). In the past, many older adults avoided psychotherapy because of the associated social stigma, but with the growing acceptance of therapy and awareness of mental health issues, more of this population is seeking the help they need. In your role, as the psychiatric mental health nurse practitioner, you have the opportunity to help these older adult clients overcome challenges that may have plagued them for a lifetime.

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This week, as you explore psychotherapy with older adults, you assess clients and consider the appropriateness of various therapeutic approaches. NURS 6640: Psychotherapy with Individuals – Week 10: Case Study

Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

  • Chapter 18, “Psychotherapy With Older Adults” (pp. 625–660)
  • Chapter 20, “Termination and Outcome Evaluation” (pp. 693–712)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

 

McGuire, J. (2009). Ethical considerations when working with older adults in psychology. Ethics & Behavior, 19(2), 112–128. doi:10.1080/10508420902772702

 

Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002

 

 

Discussion: Therapy with Older Adults

Clients who are older have often times been dealing with their mental health disorder their entire lives, whiles other disorders may be brought on through the aging process or the trauma of losing a lifelong partner. Treatment can be challenging for both the client and the therapist. For this Discussion, you will focus on therapeutic approaches for an older adult presented in a case study. NURS 6640: Psychotherapy with Individuals – Week 10: Case Study

Learning Objectives

Students will:

  • Assess clients presenting with depression
  • Analyze therapeutic approaches for treating clients presenting with depression
  • Evaluate outcomes for clients presenting with depression

To prepare:·       

  • Review this week’s Learning Resources and reflect on the insights they provide.
  • Review the Week 10: Case Study from this week’s Learning Resources Below:

 

NURS 6640: Psychotherapy with Individuals

Week 10: Case Study

IDENTIFICATION: The patient is a 69-year-old, widowed African American male who is the father of one adult child and grandfather of six grandchildren. The patient is self-referred to a psychiatric outpatient clinic.

CHIEF COMPLAINT: “I need help with depression and anxiety. NURS 6640: Psychotherapy with Individuals – Week 10: Case Study

HISTORY OF CHIEF COMPLAINT: The patient reports that his father is dying, and he has been experiencing worsening of depression and anxiety symptoms over the past few months. He is seeking a psychiatric evaluation at his son’s advice. The patient does not enjoy being with his family.

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He has difficulty falling asleep, but then spends the day lying on the couch and reports feeling like he is “moving in slow motion.” He reports feeling tired all the time. He has also stopped going to his volunteer job at the nursing home.

He responded to the practitioner’s question of “why depressed now?” by saying that with the imminent death of his father, he is losing his main support. In addition to his father’s illness, the patient was diagnosed and treated for prostate cancer this year. He received psychotherapy at that time which focused on his anxiety about the diagnosis, his denial of its severity, his wish to “not know what he knew,” and, ultimately, end-of-life issues.

PAST PSYCHIATRIC HISTORY: The patient was never hospitalized for psychiatric reasons. He has no history of suicidal thoughts, gestures, or attempts. The patient described either a partial or negative response from several medications he had been prescribed from his primary care provider (PCP) over the course of a several years, including Effexor, Prozac, Zoloft Lexapro and Duloxetine. NURS 6640: Psychotherapy with Individuals – Week 10: Case Study.

He is currently prescribed Lorazeapm 1 mg BID by his PCP which he has been taking for several years.

MEDICAL HISTORY: GERD, HTN and hyperlipidemia. History of prostate cancer.

HISTORY OF DRUG OR ALCOHOL ABUSE: The patient denies history of drug and alcohol abuse.

FAMILY PSYCHIATRIC HISTORY: Patient reports that his mother had depression. He is an only child and does not recall any emotional difficulties in grandparents or other relatives.

Personal History

Perinatal: No known perinatal complications.

TRAUMA/ABUSE HISTORY: Denies

Mental Status Examination

Appearance: Well-groomed, appropriately dressed, older Gentleman who is obese

Behavior and psychomotor activity: Good eye contact, pleasant, cooperative. Slightly unsteady gait uses walker.

Consciousness: Alert and able to answer all questions appropriately.

Orientation: Oriented to person, place, time, and situation.

Memory: Intact. Good recent and remote memory.

Concentration and attention: Appears to have good concentration during the interview but reports that he has recently had trouble concentrating while reading.

Visuospatial ability: Not formally assessed.

Abstract thought: Within normal limits, appropriate use of metaphors.

Intellectual functioning: Patient has Masters degree

Speech and language: Normal rate and rhythm.

Perceptions: No abnormalities present.

Thought processes: Goal directed, but evidence of guilt and rumination consistent with depressive symptomatology.

Thought content: Patient is highly anxious and expresses thoughts of sadness, frustration. He is preoccupied with thoughts about the anticipated loss of his father.

Mood: Depressed and anxious.

Affect: Congruent with mood.

Impulse control: Good.

Judgment/insight/reliability: Good.

 

Post a treatment plan for the older adult client in the Week 10: Case Study found in this week’s Learning Resources. Be sure to address the following in your post:

 

  • Which diagnosis should be considered?
  • What is the DSM-V Coding for the diagnosis you are considering?
  • What is your rationale for the diagnosis? Be sure and link the client’s signs and symptoms to the DSM-V diagnostic criteria to support your diagnosis. NURS 6640: Psychotherapy with Individuals – Week 10: Case Study
  • What tests or tools should be considered to help identify the correct diagnosis?
  • What differential diagnosis should be considered?
  • What Treatment Strategy would you recommend?
  • What treatment would you prescribe and what is the rationale?
  • Safety
  • Psychopharmacology
  • Diagnostic Tests
  • Psychotherapy
  • Psychoeducation
  • What standard guidelines would you use to treat or assess this patient?
  • Clinical Note: Is depression a normal part of aging?

Support your approach with evidence-based literature. NURS 6640: Psychotherapy with Individuals – Week 10: Case Study

 

Concepts in Nursing Leadership – Conflict and conflict resolution Annotated Bibliography

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Concepts in Nursing Leadership – Conflict and conflict resolution Annotated Bibliography

Read 3 scholarly articles on conflict resolution
Summarize and critically analyze each article separately (250-300 words each)

For each article determine the following:
Comprehension: Introduce the article in your own words
Application: Apply the research findings or article to course concepts
Analysis: Share objective and subjective analysis of article
Evaluation: Summarize the value of the content to nursing leadership and nursing

Annotated Bibliography

Beitler, L. A., Scherer, S., & Zapf, D. (2018). Interpersonal conflict at work: Age and emotional competence differences in conflict management. Organizational Psychology Review, 8(4), 195-227.

The authors of the article address the relationship between Emotional competence (EC) age and conflict management.  One of the most severe stressors in life is the prevalence of interpersonal conflict yet, it is a common phenomenon particularly at work.  Ideally, interpersonal conflict occurs when people’s needs and interests are incompatible, and due to negative emotions that can lead to real or perceived misunderstanding. Therefore, it is imperative to manage it appropriately to minimize its effects.  According to research, older people manage conflict better as compared to the younger ones. Generally, older adults face fewer problems and interpersonal conflicts in their relationships since they pursue and are determined to maintain harmony and cohesion in their relationships. Concepts in Nursing Leadership – Conflict and conflict resolution Annotated Bibliography. Further, in a work environment, older employees apply constructive conflict redressal strategies in dealing with and managing workplace conflicts.

The findings of the research are important since they highlight the importance of older employees in an organization.  although it is unclear some of the strategies used by older employees as well as the mechanisms that give age an edge in conflict management, one possible behavioral mechanism used on conflict management could be the expertise to manage emotions connected with conflict which is regarded as emotional competence. Thus, making age a major contributing factor to effective conflict management due to its relationship with EC. Evidently, people become more emotionally competent as they grow older.

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The objective of the article was to establish the relationship between age and EC by focusing on and assessing 195 studies that concentrated on working participants. The studies showed that emotional competencies for older people are better as compared to the young workers in various dimensions. Mainly, they can perceive, understand, and regulate their emotions and comprehend other people’s emotions.

Emotional competence is necessary for attaining effective leadership in healthcare institutions and significantly contributes to successful operation and good functioning. Therefore, nurses are required to improve on their emotional skills and should acquire skills, knowledge, and attitudes that are essential for comprehending and managing their as well as other people including patient’s emotions. As a result, they will achieve positive goals, maintain positive relationships and make accountable decisions Concepts in Nursing Leadership – Conflict and conflict resolution Annotated Bibliography.

Erdenk, N., & Altuntaş, S. (2017). Do personality traits of nurses have an effect on conflict management strategies?. Journal of nursing management, 25(5), 366-374.

A healthcare environment is a place that is constantly faced with change. Mostly, there is interaction with people from different backgrounds thus making it an environment full of conflicts. Usually, nurses are more susceptible to conflicts since they work with other team members such as manager nurses, other nurses, and patients as well as their relatives. Due to uncertainties associated with duties, responsibilities, power and status differences, team member’s incompatibility, lack of resources, and stress at work can easily cause conflict in the workplace. Therefore, to deal with this situation and minimize the negative impact of conflict on patient care and turn it into a positive experience, it imperative for nurses to use constructive conflict management strategies to deal with the problems.

The findings of the study showed that 52% of nurses’ encounter conflict mostly with the patient’s relatives since they play a direct role in patient care. Generally, they are allocated about 16 patients per day thus, causing a constraint in time and are unable to allocate adequate time to patient care. As a result, they face conflict with the patient’s relatives. Similarly, the findings of the study showed that nurse managers experience conflicts mainly due to workload.  The personality traits of nurses mainly fall under openness and conscientiousness.  The findings showed that people with a high sense of conscientiousness are self-disciplined, rigorous, goal-oriented, consistent, ambitious, planned, decisive, results-oriented, and reliable. On the other hand, people who have openness as a personality trait are independent, flexible, analytical, love change, creative, and open to development and change. Therefore, the findings showed that most nurses are independent, self-disciplined, responsible, autonomous, and open to change.

The objective of the article was to evaluate the impact of nurse’s personality traits on conflict management. Since most nurses are women, they tend to all use the same conflict management strategies. Primarily, they use integration strategy to manage conflicts. Ideally, the strategy is based on the exchange of information, openness, and the generation of acceptable remedies to build a conducive environment.

The concept of personality traits can be linked with nursing leadership, whereby the manager nurses are expected to offer training, education, and workshops to empower and teach nurses on the available conflict redressal strategies and skills depending on one’s personality.

Johansen, M. L., & Cadmus, E. (2016). Conflict management style, supportive work environments and the experience of work stress in emergency nurses. Journal of Nursing Management, 24(2), 211-218.

The authors of the article wanted to investigate the relationship between work environment and conflict management techniques by nurses working in the emergency department. Evidently, emergency department nurses work in a highly stressful environment where conflict is inevitable. Mainly, the environment requires them to care for critically ill patients, participate in end-of-life situations, unprecedented patient deaths, and resuscitative attempts. Therefore, these nurses crave a supportive work environment to help manage work-related stress.

The findings of the study showed that a supportive work environment has a direct impact on lowered nurses’ stress.

Further, nurses who use avoidant conflict management styles are likely to face work stress. However, those that embraced dominating and integrating conflict management styles experience less work stress. Concepts in Nursing Leadership – Conflict and conflict resolution Annotated Bibliography

The objective of the study was to establish the relationship between work environment and stress among emergency department nurses and some of the conflict management styles they normally adopt. Since most use avoidant conflict management style, it was observed that it can be a contributing factor to trends that compromise the quality of patient care and thus, undermine the promotion of quality patient care.

Nursing leadership is required to document the work-related stress for emergency department nurses and establish administrative strategies for minimizing work stress. For example, they can issue work stress surveys periodically, analyse the data of the existing employees such as illness logs and injury as well as tracking the nurse’s patterns. This way they can create a supportive work environment that will help in stress reduction Concepts in Nursing Leadership – Conflict and conflict resolution Annotated Bibliography.