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DNP 816 Quiz 3 Solutions

DNP 816 Quiz 3 Solutions

DNP 816 Quiz 3 Solutions

Question 1

In a research article, you find that r is reported to be 4.8. How would you interpret this finding?

The relationship is reported incorrectly
The relationship is strong
The relationship is moderate
The relationship is weak

Question 2

A square correlation table or matrix presenting Pearson’s product moment correlation coefficients is presented in a research article. Only the upper right triangle of the table is filled in. Is this a problem for the reader?

No, the upper right triangle of the table is a mirror image of the lower left triangle
Yes, the reader has no way of knowing what the relationships are
Yes, it is very hard to read a table that is only half complete
Yes, valuable data is missing

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Question 3

The strength of a correlation between two variables is represented by the distance the value is between -1 and 1.0. Which of the following correlations is the strongest?

-.92
.50
.75
.90

Question 4

Many researchers become excited when they identify statistically significant relationships between variables and may interpret this to mean that the relationship is very important. However, when the percentage of variance explained is calculated, the picture becomes less rosy. Which of the following is true about the percentage of variance explained?

All of the above
It is calculated by squaring the r value
The obtained value will be lower than the r value unless there is a perfect correlation
A correlation of .40 would explain only 16% of variance, leaving 84% unexplained

Question 5

Which is an important research precept?

Correlation does not prove causation
Causation does not prove a correlation
Evidence can prove that hypotheses are correct
Evidence can prove that hypotheses are incorrect.

Question 6

In a study examining the relationship between a participant’s age and number of friends, a Pearson r = -.62 was computed. Which of the following best describes this finding?

As age increases the number of friends decreases
As age increases, the number of friends increase
As age decreases, the number of friends decreases
As age increases, the number of friends stays the same.

Question 7

What would a scatter plot look like for a perfect positive relationship?

A diagonal line from lower left to upper right
A diagonal line from upper left to lower right
A straight line near the mean of variable 1
A straight line near the mean of variable 2

Question 8

A nurse researcher wants to describe the relationship between clients’ age and their scores on a 20 item social support scale. Which of the following would the researcher use to present the results of the analysis graphically?

A scatter plot
A crosstabs table
A correlation matrix
A histogram

Question 9

Match the following statistical tests with the level of measurement or other requirement required for each analysis.

Pearson r
Spearman ‘s Rank Order (rho)
Kendall’s Tau
Chi Square

Question 10

Match the purpose of the study with the appropriate research design below. “The purpose of this study was to examine the relationship of two factors- self-efficacy and social support, to self management in individuals with epilepsy”.

Correlational research
Descriptive research
Case control design retrospective study
Prospective research

Question 11

What does descriptive research attempt to summarize?

The status of a phenomena
The frequency of a specific event
The effect of a random event
Differences in group membership

Question 12

The _______ hypothesis states that the means of the groups are ______

Null; equal
Null; not equal
Research; equal
Alternative; equal

Question 13

Which of the statements below defines a Type II error?

When you accept a null hypothesis when it is false
When you reject a research hypothesis when it is false
When you accept a research hypothesis which is true
When you accept a null hypothesis when it is true

Question 14

If the null hypothesis was rejected and there was only 1 chance out of 100 that the decision was wrong, what was the alpha level in the study?

.01
.05
.10
.001

Question 15

A Type I error occurs when the null hypothesis is

Rejected and the null hypothesis is true
Accepted and the null hypothesis is false
Accepted and the null hypothesis is actually true
Rejected and the null hypothesis is not true

Article Matrix and Analysis

College of Health and Human Services, Northern Kentucky University DNP 816 : Analysis and Application of Health Data

Dr. Denise Robinson

DNP 618 Article Matrix and Analysis

Student Name:

PICO Question: In patients with End Stage Renal Disease (ESRD) requiring Hemodialysis, does attending monthly education groups focused on renal dietary and fluid restrictions, when compared to no educational group, lead to improved adherence to dietary and fluid restrictions measured by pre-dialysis weights and electrolyte level monitoring over a six-month period and twelve-month period? DNP 816 Quiz 3 Solutions

Search process: I searched for articles in the NKU online library website. Boolean phrases were used. Articles were assessed based on abstract and criteria listed below until five articles were left. DNP 816 Quiz 3 Solutions

Search terms: Hemodialysis OR haemodialysis AND education OR education groups AND nutrition or fluid AND patient adherences OR compliance DNP 816 Quiz 3 Solutions

Data bases: CINAHL complete, Academic search complete, Medline Total number of articles obtained from search results: N= 2,284

Number of articles initially excluded based on abstract reading: N= 32 (out of first 100 relevant) Number of articles reviewed: N= 12

Number of articles excluded based on criteria: N= 1,821

Inclusion Criteria: Articles must be in English (English translated articles qualify), full text only, peer-reviewed articles, articles must have been published within the past 5 years, must be available within the NKU online library database.

Exclusion Criteria: Articles published before 2016, articles not written in or translated to English, systematic reviews, or meta-analysis/meta- synthesis articles.

Number of systematic reviews or meta-analyses used in Matrix- N = 0

Author, year;

Credentials Article #1

St. Clair Russell, J., Southerland, S., Huff, E. D., Thomson, M., Meyer, K. B., & Lynch, J. R. (2017).

Credentials include- St. Clair Russell – phD, MSEd, MCHES; Southerland – phD, RN; Huff – phD, MA; Thomson – phD; Meyer – MD; Lynch – phD, CPHQ

Article Focus/TitleA peer-to-peer mentoring program for in-center hemodialysis: A patient-centered quality improvement program.Research Design/Intervention

(describe intervention)

Research design was a single-arm pilot intervention study. The intervention lasted four months and included mentor training sessions, pairing of mentee with mentor based application results, mixers, various meetings and a final celebration. Measurements were collected three different times during the four months to determine the effectiveness of the program.Level of Evidence and model used to

grade evidence

Level 2: Johns Hopkins Evidence Level and Quality GuideEvaluation Tool

(CASP or others- identify tool used)

JBI for Quasi-Experimental Studies score 5/9.Sample/# of subjects, how recruited, power analysis?Participants included 23 mentors and 23 mentees. Only 21 mentors and 22 mentees completed the entirety of the program. Participants were recruited via a marketing effort of the researchers including flyers/posters in the dialysis center, announcements on bulletin boards, brochures, television announcements in the dialysis center and information regarding a contest to name the program. Inclusion criteria for mentees included: diagnosis with end stage renal disease, receiving hemodialysis at the facility in question, 18 years of age or older, ability to provide consent, ability to comprehend English, willingness to complete

the program, no evidence of mental illness. Inclusion criteria for mentors included all the above criteria and, been receiving hemodialysis at the in-question facility for at least one year, completion of mentor training program, and willingness to dedicate time to the program. The study was adequately powered.

Data Collection procedureParticipant interest, attendance at program events and number of peer interactions were tracked to assess program feasibility. All data was logged in a Microsoft Excel spreadsheet. Mentors also completed a meeting log after each session with a mentee. Clinical values such as serum phosphorus, intradialytic weight gain, missed/shortened treatments and hospitalizations were gathered from the electronic health record. Paper surveys were conducted pre- and post-training for mentors. Mentees completed the surveys pre-, mid- and post-intervention.Instruments and Reliability/validity of instrumentsThe Self-Efficacy for Managing Chronic Disease 6-item Scale was used to measure participant self-efficacy. The Social Support Subscale was used to measure the participant perceived social support. A four-item scale was created for this study, but was not named in the article, it was used to measure the social support from other patients receiving hemodialysis. The Chronic Hemodialysis Knowledge Survey was used to measure knowledge. Participant self- management was measured by another instrument created for this study which included 7-items. Intradialytic weight gain, serum phosphorus levels, missed and shortened dialysis treatments and hospitalizations were all measured via review of the electronic health record. Validity of specific instruments was not discussed. DNP 816 Quiz 3 SolutionsData Analysis- id statistics, LOM,

findings

Descriptive statistics were used, and hypotheses were tested using repeated measures ANOVA for parametric data and Friedman’s test was used for non- parametric data. Researchers used SAS 9.2 for analyses. G*Power 3.1.9.2 was used to calculate self-efficacy. Alpha was 0.05. Effect size of 0.30 was used because it has been found to prove a significant change in patients with chronic diseases’ self-efficacy.ResultsSignificant increases in the means for participant self-efficacy, knowledge, perceived social support and hemodialysis related social support were reported.

Missed treatments were also found to be significantly decreased over the program length. Mentees did not have a statistically significant increase in clinical indicators such as serum phosphorus levels and intradialytic weight gain, this is reported as likely due to the short length of the intervention.

Discussion/ Significance of findingsResearchers discuss that the results from this study show that peer mentoring programs in hemodialysis centers can be beneficial for mentees and mentors alike. Patients with chronic diseases often need as much support as possible to learn to manage their disease, especially when it is a new diagnosis. Having a mentor who has been managing their end stage renal disease for over a year can certainly help a newly diagnosed individual. Social support within the dialysis clinic could also decrease missed appointments because patients would be more likely to show up when they have a positive social support system there. Even DNP 816 Quiz 3 Solutions

after the program, some mentor/mentee pairs were still meeting and supporting one another.Reliability and Validity of study, limitationsResponse bias was reported as a possible limitation of the data because all data was self-reported. The length of the program was also a possible barrier, as it was too short to cause a significant impact on some clinical measures. External validity was reported to be limited because the program was only tested at one dialysis center location. Also, because this was a pilot study, only one study location was chosen to determine if the program was effective, researchers plan to expand to more locations in the future. Internal validity is also possible because there was no control or comparison group available for this study. The sample size was also not large enough for researchers to perform a post-hoc analyses. DNP 816 Quiz 3 SolutionsHelpful/Reliable

Compared to other articles

I found this article to be helpful in some ways, but less so than other articles I found. Where this is a single-arm pilot intervention study, I do not feel it is as reliable as other articles/studies reviewed.

Author, year; Credentials Article

Aghakhani, N., Hoseini, S. L., Kamali, K., & Vahabzadeh, D. (2017). All authors are MDs at either Urmia University of Medical Sciences or Zanjan University of Medical Sciences in Iran. DNP 816 Quiz 3 SolutionsArticle Focus/TitleEffects of appropriate nutrition training in small groups on laboratory parameters in hemodialysis patients from Iran.Research Design/Intervention (describe

intervention)

Randomized controlled clinical trial. Laboratory results were retrieved from the patient’s records one month prior to the intervention. The intervention group received a nutrition training which consisted of 3 one-hour trainings per week for four weeks in small groups of five members. The control group received routine care. Laboratory results were collected again one month after training.Level of Evidence

and model used to grade evidence

Level 1: Johns Hopkins Evidence Level and Quality Guide DNP 816 Quiz 3 SolutionsEvaluation Tool (CASP or others-

identify tool used)

CASP for Randomized Controlled Trial score – 10/11 DNP 816 Quiz 3 SolutionsSample/# of subjects, how recruited, power analysis?64 subjects participated in this study. They were all members of the hemodialysis departments affiliated with Zanjan University of Medical Sciences. 32 subjects were placed in the intervention group and 32 subjects were placed in the control group. The intervention group was further divided into groups of five for the small group meetings. DNP 816 Quiz 3 SolutionsData Collection procedureLab values were collected one month before program start and one month after program completion. These values were then compared between the intervention group and the control group.Instruments and Reliability/validity

of instruments

No specific instruments were used, laboratory results were collected and compared via statistical testing.Data Analysis- id

statistics, LOM, findings

Descriptive and analytical statistics were used. Tests used include independent t-test, paired t-test, repeated measures, and ANOVA measured by SPSS v.16 software.ResultsBUN, creatinine, sodium, potassium, calcium, and phosphorus levels were compared between the intervention and control group using ANOVA test and paired t-test, which found a statistically significant difference between the two groups in all lab values except for potassium and phosphorus. The intervention group had a higher level of improvement in lab values than the control group. Results show that participation in the intervention group of small group nutrition

trainings for dialysis patients can improve their laboratory results and clinical outcomes.Discussion/ Significance of findingsThese findings are significant because they can potentially help to improve clinical outcomes for hemodialysis patients worldwide. While this study was based in Iran, it could also be very useful in the United States. Due to the complex dietary restrictions hemodialysis patients must adhere to, patients are frequently noncompliant, often due to lack of understanding. A knowledge-based training on nutrition as related to hemodialysis and renal patients could be very helpful to these patients and help them to realize the importance of adhering to these restrictions.Reliability and Validity of study, limitationsNo conflicts of interest or limitations were reported. One limitation I noticed was the short length of the study. Since both potassium and phosphorus levels in control vs intervention group were not found to be statistically significant, it is possible that this is due to the program length. It was also not reported if all participants participated in every training, which could be a barrier and therefore impact the reliability of the study.Helpful/Reliable

Compared to other articles

I did find this article to be very helpful and relevant to my PICOT question. I do however wish the researchers would have shared more specifics as to what type of information and education was included in the intervention group nutrition trainings.

Author, year; Credentials Article

Wileman, V., Chilcot, J., Armitage, C. J., Farrington, K., Wellsted, D. M., Norton, S., Davenport, A., Franklin, G., Da Silva Gane, M., Horne, R., & Almond, M. (2016). Credentials not specified, only location of employment.Article Focus/TitleEvidence of improved fluid management in patients receiving haemodialysis following a self-affirmation theory-based intervention: A randomized controlled trial.Research Design/Intervention (describe intervention)Two-armed pilot cluster randomized control trial. The intervention group received information regarding the risk of not adhering to fluid restriction after performing a short self-affirmation activity. The study compared the intervention group with the control group, which received the information about the importance of adherence to fluid restriction but did not receive the self-affirmation activity. Questionnaires were completed during dialysis sessions and were asked questions to assess their thoughts on the information presented and their desire to control their fluid intake. Adherence to fluid restriction, as measured by interdialytic weight gain, was measured six different times over the 12 months post-intervention.Level of Evidence

and model used to grade evidence

Level 1: Johns Hopkins Evidence Level and Quality GuideEvaluation Tool (CASP or others-

identify tool used)

CASP for Randomized Controlled Trial score – 9/11Sample/# of subjects, how recruited, power analysis?91 participants were included in this study. This self-affirmation intervention used in this study had only been used in one other clinical-based study, so a pragmatic approach was used to determine the sample size. Participants were recruited from six different hemodialysis centers in the United Kingdom and were required to meet 5 different criteria to be included.Data Collection procedureParticipants were weighed both pre- and post-hemodialysis treatment. Both the control and intervention group received a education materials regarding the importance of fluid restriction and then were asked to complete a questionnaire that explored their feelings on the information and if they felt like they could adhere to the restriction. The intervention group received an additional self-affirmation activity prior to receiving the educational material and prior to

completing the questionnaire. Weights were then measured during weeks 1, 5, 12, 27, 40, and 52. Their intradialytic weight gain was used as the indicator of program success, with the smaller weight gain showing more successful results.Instruments and Reliability/validity of instrumentsThe questionnaire used to measure self-evaluation of health information, intention to adhere to fluid restriction and self-efficacy was developed by researchers. The researchers adapted 3 different instruments to best meet the needs of the study. 11 items were used to determine the self-evaluation of health information, 4 items were used to determine the intention to adhere, and 7 items were used to determine self-efficacy. The individual instruments were not named but were referenced. They all appeared to be valid and reliable instruments.Data Analysis- id statistics, LOM, findingsMean difference was used to assess the responses of the two groups using a 95% confidence interval. Linear regression analyses were used to test for significant differences in group intradialytic weight gain. A multilevel linear regression model was used to determine the differences between intradialytic weight gain between the two groups over the length of the study.ResultsThe intervention group was found to have a statistically significant decrease in intradialytic weight gain compared to the control group. Although the clinical indicator of weight was improved, the self-evaluations of health-risk, intent to control fluid intake and self-efficacy were the same between the two groups.Discussion/ Significance of findingsThese findings show that an intervention as simple and inexpensive as self-affirmation can improve the intradialytic weight gain for hemodialysis patients, which is often something they struggle with. It is unclear how the change occurred because the self-evaluation of health-risk information, intention to control their intake of fluids and overall self-efficacy were no different than the control group. The researchers state that further research is necessary to determine if it was the intervention that contributed to the improvement. Since this is only the second study of this nature, this is a somewhat expected outcome.Reliability and Validity of study, limitationsThe researcher who both enrolled participants and collected the data was unblinded to which group the participant was in, which could have caused bias, but the clinical team who performed care was blinded. The small sample size was discussed as being a potential limitation of the study. Also, after the 12-month study, only 66 participants of the original 91 completed the entirety of the study, which is a limitation. Researchers did discuss that the reasoning for patients not completing the study were all clinical in nature, such as death or transplant and no longer requiring hemodialysis. Researchers also discussed that not all patients who were enrolled in the study were considered high risk for non-adherence to fluid restriction, which could have skewed the results because these patients were likely to have better adherence, despite the intervention.Helpful/Reliable Compared to other

articles

I found this article to be somewhat helpful. While this would be a relatively simple and inexpensive intervention to implement, the research is still very new and therefore, the results are inconclusive.

Author, year;

Credentials Article #4

Alikari, V., Tsironi, M., Matziou, V., Tzavella, F., Stathoulis, J., Babatsikou, F., Fradelos, E., & Zyga, S. (2019). Specific credentials not specified, all authors are affiliated with different departments of nursing in Greece.Article Focus/TitleThe impact of education on knowledge, adherence and quality of life among patients of haemodialysis.Research Design/Intervention (describe intervention)Quasi-experimental interventional study design. Hemodialysis patients that met inclusion criteria were divided into two groups, the intervention group, and the control group. In phase 1, the intervention group was given an education-based intervention, performed by nephrology nurses, and a booklet of information, while the control group was only given the booklet. The education intervention was a one-time 45-minute one-on-one session in which a nephrology nurse went over the educational booklet which was developed by researchers. In phase 2, one month after the intervention, participants completed a questionnaire and phase 3, two months post-intervention, participants completed a different questionnaire.Level of EvidenceLevel 2: Johns Hopkins Evidence Level and Quality Guide

and model used to

grade evidence

Evaluation Tool

(CASP or others- identify tool used)

JBI for Quasi-Experimental Studies score 9/9.Sample/# of subjects, how recruited, power analysis?Convenience sampling. 50 participants, 25 in the control group and 25 in the intervention group. Participants were randomly placed into either the intervention or control group. Recruitment took place in a hemodialysis center in Greece. Of the 134 patients of this center, 120 were eligible to participate and only 50 agreed to partake in the study. Power analysis was not discussed. Researchers did list the small sample size as a limitation.Data Collection procedureParticipants in both groups also completed the Kidney Disease Questionnaire prior to the study (phase 1) to determine their baseline level of knowledge regarding their condition, the GR-Simplified Medication Adherence Questionnaire-HD was also given to determine baseline level of adherence to the treatment regimen, and the Missoula VITAS Quality of Life Index-15 tool was used to measure perceived quality of life of participants. In phase 2 the Kidney Disease Questionnaire and the GR-Simplified Medication Adherence Questionnaire-HD was completed one-month post-intervention. Phase 3 occurred 2 months post-interventions and participants were asked to complete the Missoula VITAS Quality of Life Index-15. Researchers used the results from these

instruments to determine the results of the study.

Instruments and Reliability/validity of instrumentsThe Kidney Disease Questionnaire. The GR-Simplified Medication Adherence Questionnaire-HD. The Missoula VITAS Quality of Life Index-15.

Reliability/validity of these were not discussed, but they are nationally recognized instruments. Dialysis, Answers to Common Questions was developed by researchers and was tested via the Content Validity Index by numerous nephrology professionals and was found to be reliable.

Data Analysis- id statistics, LOM, findingsQuantitative variables were described using both mean values and standard deviation. Qualitative variables were described using absolute and relative frequencies. ANOVA was utilized to determine the differences between the results from the instruments between the different groups and time they were taken. ANOVA was also used to determine if there was a difference in the degree of change based on time between the two groups. Relationships between the two quantitative variables were tested using the correlation coefficients of Pearson and Spearman. Statistical significance was set to 0.05. Researchers reported statistically significant improvements in both knowledge and overall treatment adherence with the intervention group compared to the control group.ResultsThe intervention group was found to have statistically significant improvements in both knowledge, adherence, and quality of life scores. Medication adherence was not found to be changed in either the intervention or control group. Prior to the study quality of life was similar for both groups, but the intervention group’s quality of life scores changed post-intervention. Overall researchers felt that the education intervention led to many significant improvements.Discussion/ Significance of findingsThese findings are very significant. Nephrology nurses have a large role in the lives of patients receiving hemodialysis. They are in the clinics 3 days a week while the patients are receiving their dialysis treatments and have a huge opportunity to provide education to these patients, especially those who may be newly diagnosed or struggling with adherence. While it may be difficult to find spare time to provide the education, it is a very cost-efficient intervention that could be implemented into dialysis centers worldwide.Reliability and Validity of study, limitationsResearchers discuss one limitation of the study is that only one geographical location was used for the sample size, so the results can not be generalized. Also,

since the intervention took place during the participants hemodialysis session, there were likely numerous distractions such as noise, fatigue and other patients that could have negatively impacted the results. The fact that participants only received one education session is also a limitation.

Helpful/Reliable Compared to other

articles

I feel this study was the most helpful and informative study I found in the research. I felt it was very relevant to my PICOT question and will be a great guide to my future research.

Author, year;

Credentials Article #5

Parker, J. R. (2019).

DNP, FNP-BC, APRN, CNN.

Article Focus/TitleUse of an educational intervention to improve fluid restriction adherence in patients on hemodialysis.Research Design/Intervention (describe intervention)A pre- and post-intervention quasi-experimental design was used in this study. Participants were asked to complete a survey prior to the intervention to determine their knowledge on hemodialysis and fluid restriction. The intervention consisted of classes performed by the primary investigator discussing renal dietary and fluid requirements and basic dialysis information. Four one-hour educational sessions were performed following the participants regularly scheduled hemodialysis treatments. After the educational intervention, the participants were asked to complete the survey again to determine if the intervention changed their level of knowledge and understanding.Level of Evidence

and model used to grade evidence

Level 2: Johns Hopkins Evidence Level and Quality Guide.Evaluation Tool (CASP or others-

identify tool used)

JBI for Quasi-Experimental Studies score 8/9.Sample/# of subjects,

how recruited, power analysis?

20 subjects agreed to take part in the study, but only 17 completed the entirety. Participants were recruited during their hemodialysis treatments and given information about risks and benefits of participation. Power analysis was not discussed. Small sample size was listed as a limitation to the study.Data Collection procedureThe Chronic Hemodialysis Knowledge Survey was completed both pre- and post-intervention by participants. Participants were also weighed both pre- and post-hemodialysis treatment for eight different sessions to determine their intradialytic weight gain. Laboratory tests were performed both pre- and post- intervention to determine the effectiveness of the patient’s dialysis sessions. The results from the survey, the weight gain and the lab values were all used to determine the results of the study.Instruments and Reliability/validity

of instruments

Chronic Hemodialysis Knowledge Survey. The Kuder-Richardson-20 coefficient was used to determine reliability for this survey, researchers reported good reliability.Data Analysis- id statistics, LOM, findingsData was analyzed using the IBM Statistical Package for the Social Sciences version 25. Descriptive statistics were used to evaluate the means and

frequencies for important variables. Inferential statistics were used for comparing the differences between the pre- and post-intervention data. A paired sample t-test was used to determine the differences in the means of the pre- and post-intervention l

DNP 955 Topic 2 DPI Project Timeline GCUDNP 955 Topic 2 DPI Project Timeline GCU ...

DNP 955 Topic 2 DPI Project Timeline GCU

This assignment is aimed at supporting your successful navigation of timeline components for your Direct Practice Improvement (DPI) Project.

General Requirements for this DNP 955 Topic 2 DPI Project Timeline :

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

Locate the “DPI Project Timeline” resource associated with this assignment.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.

DNP 955 Topic 2 DPI Project Timeline GCU

Directions to complete this DNP 955 Topic 2 DPI Project Timeline : DNP 955 Topic 2 DPI Project Timeline GCU

Use the “DPI-Project Timeline” document to help you develop a timeline for the completion of your DPI Project Proposal and activities associated with completing your project. Enter your expected dates for completion of the milestones and deliverables. Keep in mind this is a plan for your timeline through the final three courses of the program. Actual timelines may vary.

DNP 955 Topic 2 DPI Project Timeline Paper

DNP 955 TOPIC 3 DPI PROJECT PROPOSAL CHAPTER 1 INTRODUCTION TO THE PROJECT GCU

Chapter 1 of the DPI Project is entitled “Introduction to the Project” and includes background and other essential information regarding the overall DPI Project design and components.

General Requirements: DNP 955 Topic 2 DPI Project Timeline GCU

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

Locate the “DPI Proposal Template” located in the PI Workspace of the DC Network.
Access The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing textbook from DNP-801. The direct link is:
You may also find it helpful to access the The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing textbook from DNP-801, which you have been using throughout the program. Chapter 10 of this textbook provides an excellent template for a DNP-focused scholarly project.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions: DNP 955 Topic 2 DPI Project Timeline GCU

Use the “DPI Proposal Template” to help you develop a draft of the Introduction (Chapter 1) of your DPI Project Proposal. Keep in mind this is an outline and formatting structure; it may be of use to you, but recall that each project will vary in nature and scope, so adaptations to this format may be required.

Sections in Chapter 1 include:

Introduction
Background of the Project
Problem Statement
Purpose of the Project
Clinical Question(s)
Advancing Scientific Knowledge
Significance of the Project
Rationale for Methodology
Nature of the Project Design
Definition of Terms
Assumptions, Limitations, Delimitations
Summary and Organization of the Remainder of the Project

Much of this information can be gleaned from your DPI Prospectus, but you will find that new as well as expanded content in specific areas will be required, depending on the nature of your proposed DPI Project.

DNP 955 Topic 2 DPI Project Timeline GCU Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-955

I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP 955 TOPIC 4 DPI PROJECT PROPOSAL CHAPTER 2 LITERATURE REVIEW GCU

Chapter 2 of the DPI Project Proposal is entitled “Literature Review” and expands upon work you completed in DNP-820 in the Develop a Literature Review assignment. Synthesis of the literature in the Literature Review (Chapter 2) defines the key aspects of the learner’s scholarly project, such as the problem statement, population and location, clinical questions, hypotheses or phenomena (if relevant to the project), methodology and design, purpose statement, data collection, and data analysis approaches. The literature selected must illustrate strong support for the learner’s practice change proposal.

DNP 955 Topic 2 DPI Project Timeline GCU General Requirements:

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

Locate the “DPI Proposal Template” in the PI Workspace of the DC Network.
Locate the Develop a Literature Review assignment you completed in DNP-820.
Locate the “Research Article Chart” resource in the Topic Materials.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Use the “DPI Proposal Template” and the Develop a Literature Review assignment from DNP-820 to develop a draft of a literature review (Chapter 2) for your DPI Project Proposal. The literature review (Chapter 2) is required to be a minimum of 30 pages. You have already completed some of this review in previous courses. No less than 85% of the articles must have been published in the past 5 years. Articles selected must further provide strong, relatable support for the proposal.

Use the following guidelines to create your draft Literature Review (Chapter 2) of DNP 955 Topic 2 DPI Project Timeline GCU

Using the PICOT question format, identify at least three empirical or scholarly articles (25 articles total) related to the theme in the PICOT question.
Use the “Research Article Chart” resource located in the Topic Materials as a guide to: (a) analyze and synthesize the literature into your paper, (b) state the article title, (c) identify the author, (d) state the research question(s), (e) identify the research sample, (f) explain the research methodology, (g) identify the limitations in the study, (h) provide the research findings of the study, and (i) identify the opportunities for practice implementation. For scholarly, nonempirical articles, state the article title and author, and provide a brief contextual summary of the article.
Identify at least three subthemes that relate to each theme (six subthemes total).
Identify at least three empirical or scholarly articles related to each subtheme (18 articles total). At least one article must demonstrate a quantitative methodology.
Write statements that synthesize the three studies for each subtheme based on the information you stated above. You will write six synthesis statements.

DNP 955 Topic 2 DPI Project Timeline GCU Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

To earn portfolio practice hours, enter the following after the references section of your paper:

DNP 955 Topic 2 DPI Project Timeline GCU Practice Hours Completion Statement DNP-955

DNP 955 Topic 7 Initial Learner Self Review GCUDNP 955 Topic 7 Initial Learner S ...

DNP 955 Topic 7 Initial Learner Self Review GCU

DNP 955 Topic 7 Initial Learner Self Review and Soft Submission GCU

In earlier assignments in this course, learners completed and submitted individual components of the DPI Project Proposal and received and incorporated feedback from their DPI Project Committee. At this point in the course, learners should have a working draft of the DPI Project Proposal (Chapters 1-3 and Appendix A).

For this assignment, learners will submit the working draft soft submission in preparation for the submission of Benchmark – DPI Project Proposal: Draft Proposal (DNP 955 Topic 7 Initial Learner Self Review GCU Chapters 1-3 and Appendix A) in Topic 8. For the soft submission, students will combine the chapters and reference lists, add the 10 Strategic Points as Appendix A, and remove all criterion tables. The document will be submitted as one unit.

After the chapters are combined and the document is formatted in accordance with the “DPI Proposal Template,” the learner will complete a self-review of work-to-date.

DNP 955 Topic 7 Initial Learner Self Review GCU

General Requirements:

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

Locate the “Form and Format Reviewer Checklist” in the PI Workspace area of the DC Network.
Locate your DPI Project Proposal Chapter 1 – Introduction assignment with DPI Committee feedback.
Locate your DPI Project Proposal Chapter 2 – Literature Review assignment with DPI Committee feedback.
Locate your DPI Project Proposal Chapter 3 – Methodology assignment with DPI Committee feedback.
Locate the “DPI Proposal Template” in the PI Workspace area of the DC Network, for use in completing the topic assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Complete the “Form and Format Reviewer Checklist” according to the directions provided.
Integrate the four individual DPI Project Proposal assignments into one document using the “DPI Proposal Template.”
Submit the completed documents to your DPI chairperson.

Continue working on the content for Chapters 1-3 in preparation for submission in Topic 8.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement that reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

To earn portfolio practice hours, enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-955

DNP Capstone Projects PaperEvaluationEvaluation PlanPopulationAfrican American f ...

DNP Capstone Projects Paper

Evaluation

Evaluation Plan

PopulationAfrican American females are at more risk of developing prediabetes than other populations and races. The target population for this evaluation would include African American females aged between 30 and 60 years. Prediabetes is more common in women than men of corresponding ages (Centers for Disease Control and Prevention, 2020). Therefore, the population for this project would be African American females aged between 30 and 60 years with clinically diagnosed prediabetesIntervention(s)The intervention will be the use of metformin in the management of prediabetes. This will be compared with lifestyle modifications including dietary management and physical exercise. Metformin is a biguanide that is used to treat patients with confirmed diabetes and manage prediabetes in primary care. Its adverse effects are mild and the risk of hypoglycemia is low. Lifestyle modifications have been applied to many chronic non-communicable diseases such as diabetes and cardiovascular diseases.Outcome(s)The outcome to be measured will be the effect of the intervention on the quality of glucose control. Glucose control in prediabetes can be impacted upon by various interventions including medications and nonpharmacological interventions. The desired outcome to be measured would be a reduction in glucose levels. However, the quality and quantity of such reduction would important in assessing the effectiveness of interventions. The body characteristics that place the patient at risk of diabetes progression such as body weight would also be measured secondarily.Sources of Evidence-Based Data to support the evaluation planThe data will be collected from previously conducted research studies. Studies comparing the interventions of interest would be searched and evaluated. Previous evidence-based studies provide first-hand data for secondary evaluation and further enhancement of evidence-based practice (EBP). This data would be collected from five database libraries inclusion PubMed, CINHAL, Medline, Embase, and Cochrane libraries. Reviews and systematic reviews would not be included in the sources of primary data for this evaluation.Outcome Measures/Measurement Tools (What is collected and how?)The outcomes would be measured through assessment of the quantitative levels of control of blood glucose. The best measures of such control would be assessed by measurement of HbA1c. HbA1c measures chronic quality control of plasma glucose (Fayyaz et al., 2019). Assessment of baseline before administration of interventions would ensure an accurate basis of evaluation. The change in A1c from the baseline would the evaluated quantitatively. This will be achieved by comparison of differences of the outcomes from the baseline over a minimum period of three months of interventions.

HbA1c is the quantitative measure of glycated hemoglobin. The measurement is not affected by any diurnal changes. However, the assessment of the results would best be assessed after three months. The resulting quantitative data predict the possibility of diabetic complications such as neuropathy and retinopathy (Schnell et al., 2017). Persistently high A1c levels from the baseline measurement to the final assessment levels predict a poor prognosis of the patients on the particular intervention. An increment of the values from the baseline will show a negative association and poor outcomes of the intervention of interest. A reduction in levels of HbA1c from the baseline would show the effectiveness of the intervention.

The impact of confounders would greatly impact the measurement. The undesired patient factors may also reduce or increase plasma glucose leading to good or poor glycemic control over the three months. Measurement of A1c levels confers better accuracy and specificity than the direct assessment of plasma glucose (Owora, 2018). Its application in prediabetes assessment is invaluable (Kam-On Chung et al., 2017). The direct assessment of random or fasting plasma glucose is best for acute settings where glucose levels are affected by short-term changes and metabolic alterations.

Measurement of body mass index (BMI) will assess the quantitative and qualitative impact of teaching lifestyle modification. The baseline and final measurements will be acquired as well. Alongside comparisons of A1c levels, the impact of both interventions would be assessed through BMI calculations. Personal patient characteristics such as ethnicity, race, and genetics are expected to impact the reliability of this tool in assessing change.

Data Sources (Who is data collected from?)The source of the primary data would come from randomized control trials on African American participants with prediabetes. This evaluation will acquire secondary data from primary research studies and analyze them systematically. The eligibility of such studies will be evaluated using the PRISMA model (Tawfik et al., 2019). The Cochrane Collaboration’s Tool for Assessing the Risk of Bias would be used in the assessment of these studies.Data Collection (When is data collected and by whom?)The data would be collected over four months starting with article searching, screening, and critical appraisal. The researcher will commence by setting the inclusion and exclusion criteria that meet the desired clinical issue of interest.Data Analysis (How will you analyze the data?)Data analysis would be carried out by metanalysis of findings from the primary research finding. This is because the main sources of the research evidence would be randomized control trials (RCTs) (Ahn & Kang, 2018). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model that would be used in the data collection and sampling will enhance metanalysis (Campbell et al., 2020). The resultant research evidence would have the highest level of evidence from the metanalysis.

References

Ahn, E., & Kang, H. (2018). Introduction to systematic review and meta-analysis. Korean Journal of Anesthesiology, 71(2), 103–112. https://doi.org/10.4097/kjae.2018.71.2.103
Campbell, M., McKenzie, J. E., Sowden, A., Katikireddi, S. V., Brennan, S. E., Ellis, S., Hartmann-Boyce, J., Ryan, R., Shepperd, S., Thomas, J., Welch, V., & Thomson, H. (2020). Synthesis without meta-analysis (SWiM) in systematic reviews: reporting guideline. BMJ (Clinical Research Ed.), 368, l6890. https://doi.org/10.1136/bmj.l6890
Centers for Disease Control and Prevention. (2020, August 7). Prevalence of prediabetes among adults. Cdc.Gov. https://www.cdc.gov/diabetes/data/statistics-report/prevalence-of-prediabetes.html
Fayyaz, B., Rehman, H. J., & Minn, H. (2019). Interpretation of hemoglobin A1C in the primary care setting. Journal of Community Hospital Internal Medicine Perspectives, 9(1), 18–21. https://doi.org/10.1080/20009666.2018.1559432
Kam-On Chung, J., Xue, H., Wing-Hang Pang, E., & Chuen-Chu Tam, D. (2017). Accuracy of fasting plasma glucose and hemoglobin A1c testing for the early detection of diabetes: A pilot study. Frontiers in Laboratory Medicine, 1(2), 76–81. https://doi.org/10.1016/j.flm.2017.06.002
Owora, A. H. (2018). Commentary: Diagnostic validity and clinical utility of HbA1c tests for type 2 diabetes mellitus. Current Diabetes Reviews, 14(2), 196–199. https://doi.org/10.2174/1573399812666161129154559
Schnell, O., Crocker, J. B., & Weng, J. (2017). Impact of HbA1c testing at the point of care on diabetes management. Journal of Diabetes Science and Technology, 11(3), 611–617. https://doi.org/10.1177/1932296816678263
Tawfik, G. M., Dila, K. A. S., Mohamed, M. Y. F., Tam, D. N. H., Kien, N. D., Ahmed, A. M., & Huy, N. T. (2019). A step-by-step guide for conducting a systematic review and meta-analysis with simulation data. Tropical Medicine and Health, 47(1), 46. https://doi.org/10.1186/s41182-019-0165-6

DNP810 GCU Health Issues In Elderly And Policy SolutionsDNP810 GCU Health Issues ...

DNP810 GCU Health Issues In Elderly And Policy Solutions

As of 2014 health care expenditures in the United States are near 17% of our gross domestic product (GDP), with a major portion of Medicare funding goes towards chronic illness and care at the last 6 months of life. The Patient Protection and Affordable Care Act has made some initial legislative changes in our health system, but not sufficient to address our growing expenditures and caring for our large aging population.

In this assignment, learners will synthesize issues in aging with health policy solutions by writing a paper on one health issue for older individuals addressed in the topic and offering a policy solution. Example of issue: In 2014, over 50% of the costs of institutional long-term care for older persons are paid for with public funds from Medicaid.

DNP810 GCU Health Issues In Elderly And Policy Solutions General Guidelines:

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

DNP810 GCU Health Issues In Elderly And Policy Solutions Directions:

Write a 1,000-1,250 word paper that addresses a health issue for older individuals. Include the following:

Evaluate what the literature suggests as a resolution to your chosen issue.
Discuss any attempts to incorporate the solution into public policy.
Determine the barriers to implementation of the solution.
Analyze the options being discussed for public and/or private funding.
Propose your own recommendation.

ORDER THROUGH BOUTESSAY

DNP810 GCU Health Issues In Elderly And Policy Solutions Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

DNP835 All Modules DiscussionsDNP835 All Modules DiscussionsDNP835 Strategic Lea ...

DNP835 All Modules Discussions

DNP835 Strategic Leadership and Business Management

Module 1 Discussion

DQ1

After reading the learning materials for this module develop three challenges to healthcare and provide a short discussion of possible nursing leadership interventions.

DQ2

Discuss how the nursing leadership role is instrumental in providing effective healthcare delivery.

ORDER COMPREHENSIVE SOLUTION PAPERS

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One of the most common questions asked about the nursing profession is whether n ...

One of the most common questions asked about the nursing profession is whether nurses have to clean poop as part of their job duties. The simple answer is yes, nurses do clean poop, along with other bodily fluids, as part of their daily responsibilities. This may not be the most glamorous part of the job, but it’s definitely a crucial one. However, the frequency and extent of this task can vary depending on the specific areas of nursing and the healthcare setting.

How Often Do Nurses Clean Stool (Poop)?

The frequency depends on the healthcare setting and the specific needs of the patients. Registered nurses (RN’s) in certain departments may encounter and clean poop multiple times throughout their shift, while others, such as a labor and delivery nurse, may only need to deal with this task occasionally.

Several factors can influence how often you’ll have to encounter stool, including:

Patient population: Nurses working with certain patients, such as those in long-term care facilities or those with gastrointestinal disorders, may encounter stool more frequently than in other settings.

Level of patient mobility: Patients who are bedbound or have limited mobility may require more assistance with toileting and cleaning, leading to more frequent encounters with stool.

Staffing levels: In healthcare settings with higher nurse-to-patient ratios, nurses may have more time to devote to individual patient care, including cleaning stool.

Type of nursing specialty: Some nursing specialties, such as geriatric or pediatric nursing, may involve more frequent encounters with stool due to the specific needs of the patient population.

Despite the variability in frequency, nursing students must understand that cleaning stool is a part of a nurse’s job, and they will likely get a good idea of how often they’ll have to encounter stool during their clinicals. Nurses must prioritize this task alongside their other responsibilities and approach it with professionalism and respect for patient dignity.

The Reality of Nursing and Bodily Fluids

Nursing involves close contact with patients and their bodily fluids. Stool is really a team effort, but it is only one of the many substances you’ll be dealing with. Other bodily fluids that registered nurses commonly encounter include:

Urine: Nurses often assist patients with toileting, changing incontinence pads, and cleaning urine spills.
Blood: Nurses may encounter blood when drawing blood samples, changing wound dressings, or assisting with surgical procedures.
Vomit: Patients experiencing nausea or undergoing certain treatments may vomit, requiring nurses to clean up and provide comfort measures.
Saliva: Nurses may encounter saliva when assisting patients with oral care or working with patients with difficulty swallowing.
Mucus: Patients with respiratory conditions may produce excess mucus, which nurses may need to suction or assist with expectorating.

Dealing with bodily fluids is an important part of providing patient care. It requires a strong stomach, a professional demeanor, and a commitment to maintaining patient dignity. Nurses clean up poop, and sometimes the tasks are shared with certified nursing assistants (CNAs), who are also responsible for helping with stool and other bodily fluids.

The Importance of Cleaning Poop

Cleaning stool is not just an unpleasant task; it is crucial to maintaining patient health and preventing the spread of infections. There are several key reasons why cleaning poop is so important in the healthcare setting:

Preventing the spread of infection: If not properly cleaned and disposed of, stool can contain harmful bacteria, viruses, and parasites that can spread to other patients, healthcare workers, and the environment.
Maintaining skin integrity: When stool is left in contact with the skin for prolonged periods, it can cause irritation, breakdown, and even infection. Regular cleaning helps to maintain skin health and prevent complications such as pressure ulcers.
Promoting patient comfort and dignity: Patients who cannot clean themselves after a bowel movement may feel uncomfortable, embarrassed, or undignified.
Facilitating wound healing: For patients with wounds or surgical incisions in the perineal area, keeping the area clean and free from stool contamination is essential for promoting healing and preventing infection.
Assessing patient health: A patient’s appearance, consistency, and frequency of bowel movements can provide valuable information about their overall health status.

Situations Where Nurses Clean Poop

Nurses and nursing assistants may encounter and clean stool in various situations, depending on the healthcare setting and patient needs. Some common scenarios include:

Routine patient care: In settings such as long-term care facilities or hospitals, nurses may assist patients with toileting and cleaning regularly as part of their daily care routines.
Incontinence care: Many nursing assistants or CNAs often handle patients who are incontinent due to age, medical conditions, or medications. You’ll be dealing with stool in such situations.
Bedpan or commode assistance: For patients who cannot use a regular toilet due to mobility limitations or medical conditions, nurses may need to assist with bedpan or commode use and clean up afterward.
Diarrhea management: Patients experiencing diarrhea may require more frequent cleaning and skin care to prevent irritation and infection.
Post-operative care: Following certain surgical procedures, such as those involving the gastrointestinal tract, patients may experience temporary incontinence or difficulty with bowel control, necessitating more frequent cleaning.
Emergencies: In some cases, nurses may need to clean stool unexpectedly, such as when a patient has a sudden episode of incontinence or experiences fecal vomiting.

Tools and Techniques for Cleaning Poop

Nurses employ various tools and techniques to clean stool effectively and efficiently while maintaining proper infection control protocols. Some essential tools and strategies include:

Personal protective equipment (PPE): Nurses wear gloves, gowns, and sometimes masks or face shields to protect themselves from contact with stool and other bodily fluids.
Disposable wipes or washcloths: Gentle, pre-moistened wipes or soft washcloths are used to clean the patient’s skin, with special attention paid to areas prone to irritation or breakdown.
Barrier creams or ointments: After cleaning, nurses may apply protective creams or ointments to the patient’s skin to prevent irritation and promote healing.
Bedpans, commodes, and toilets: Nurses must be familiar with the proper use and cleaning of these devices to ensure patient comfort and prevent the spread of infection.
Proper disposal of soiled materials: To prevent contamination of the environment, soiled wipes, washcloths, and incontinence pads must be disposed of in designated containers or bags.
Effective hand hygiene: Before and after cleaning stool, nurses must perform thorough hand hygiene using soap and water or alcohol-based hand sanitizer to prevent the spread of infection.
Patient positioning: When cleaning stool, nurses may need to assist patients with positioning to ensure comfort and access to the affected areas while maintaining patient dignity.

What if Nurses Struggle with the Sight or Smell of Stool?

Nurses may need to desensitize themselves to the sight and smell of stool in the various areas of nursing. Coping strategies, like breathing techniques, can help minimize the impact of unpleasant odors, and focusing on the health status of your patients can help you remain compassionate during difficult moments.

Desensitization: With repeated exposure, many nurses become less sensitive to the sight and smell of stool over time. This process of desensitization can be gradual and may require patience and persistence.
Breathing techniques: Taking slow, deep breaths through the mouth can help minimize the impact of unpleasant odors and prevent feelings of nausea or disgust.
Mental preparation: Before entering a patient’s room to clean stool, nurses can take a moment to prepare themselves mentally, acknowledging that the task may be unpleasant but is an essential part of providing care.
Focusing on the patient: By focusing on the patient’s needs and comfort, nurses can maintain a sense of purpose and professionalism, even when the task is challenging.
Seeking support: If a nurse consistently struggles with the sensory aspects of cleaning stool, it is important to seek support from colleagues, supervisors, or employee assistance programs. There is no shame in admitting that this task is difficult, and seeking help can prevent burnout and improve job satisfaction.

The Role of Nursing Assistants and Other Healthcare Team Members

While nurses play a central role, nursing assistants (CNAs) and patient care technicians (PCTs) assist significantly in dealing with stool and administering medications. It’s definitely a team effort, with every member assisting in maintaining patient dignity.

Assisting patients with toileting and bedpan/commode use
Changing incontinence pads or briefs
Cleaning patients after bowel movements
Monitoring skin integrity and reporting any concerns to the nurse
Disposing of soiled materials and cleaning equipment according to infection control protocols

Housekeeping staff also play a crucial role in maintaining a clean and hygienic patient care environment. These team members are responsible for tasks such as:

Cleaning and disinfecting patient rooms and bathrooms
Changing and laundering soiled linens
Disposing of waste, including soiled incontinence products and wipes
Restocking patient rooms with clean linens and supplies

What kind of nurse does not deal with poop?

While most nurses deal with feces, some specialties, like operating room nursing or administrative roles, have less direct contact. However, all nurses should be prepared to handle such situations if needed.

Do nurses clean poop?

Do nurses wipe poop? Nurses clean feces as part of their patient care duties, which include assisting with toileting and managing incontinence. This task is approached professionally to maintain patient dignity and prevent complications.

Do patient care techs clean poop?

Patient care technicians regularly clean feces as part of their job responsibilities. They assist patients with toileting, change bedpans and adult diapers, and maintain patient hygiene.

Do all CNAs have to clean poop?

Do CNAs clean poop? Generally, all Certified Nursing Assistants (CNAs) are expected to clean feces as it’s a fundamental part of their training and daily responsibilities. This includes assisting with toileting and managing incontinence for patients who need help.

Do nurses have to wipe poop?

Nurses often need to wipe and clean patients after bowel movements or incontinence episodes. This is essential to patient care and hygiene management, performed efficiently and compassionately.

As with many healthcare professions, nursing has a rich history of oath-taking, ...

As with many healthcare professions, nursing has a rich history of oath-taking, symbolizing nurses’ ethical and professional responsibilities. In most countries, including the United States, nurses are not legally required to take an oath. However, many nursing schools and professional organizations encourage nurses to take an oath, such as the Nightingale Pledge, as a symbolic commitment to upholding the ethical and professional standards of the nursing profession.

What is the Hippocratic Oath?

The Hippocratic Oath is an ancient Greek text that serves as a guiding principle for medical practitioners. It is named after Hippocrates, the famous Greek physician considered the father of modern medicine. The oath outlines the ethical responsibilities and guidelines that physicians should adhere to in their practice.

Contents of the Hippocratic Oath

The Hippocratic Oath covers several key aspects of medical practice, including:

The Hippocratic Oath encompasses several foundational principles that guide the ethical conduct of physicians:

Honoring mentors and passing on medical knowledge: Physicians pledge to respect the teachings of their predecessors and share their expertise with future generations of doctors, fostering a continuous cycle of learning and growth within the medical community.

Prioritizing compassionate care: The oath emphasizes the importance of a caring and empathetic bedside manner, recognizing that emotional support and comfort are just as crucial as medical expertise in the healing process.

Safeguarding patient confidentiality: Doctors must protect their patients’ privacy and maintain the confidentiality of sensitive medical information, building a foundation of trust between physician and patient.

Acknowledging limitations and seeking assistance: Physicians must recognize when a patient’s condition requires the expertise of a more skilled or experienced doctor, ensuring that patients receive the most appropriate care for their needs.

Focusing on disease prevention: The oath encourages physicians to prioritize preventive measures and promote healthy lifestyles, aiming to prevent illness and maintain the well-being of their patients.

Treating patients with dignity and respect: Doctors must view their patients as whole human beings, not merely a collection of symptoms or medical conditions, and treat them with the dignity and respect they deserve.

Avoiding the temptation to “play God”: Physicians must acknowledge the limits of their abilities and refrain from making decisions that overstep their role as healers, recognizing the ultimate sovereignty of life and death.

Who Takes the Hippocratic Oath?

Traditionally, physicians took the Hippocratic Oath upon graduating from medical school. The oath served as a rite of passage, marking the transition from student to practitioner and symbolizing the physician’s commitment to the profession’s ethical principles. However, the practice of taking the Hippocratic Oath varies among medical schools, and some institutions have developed their oaths or declarations that better reflect contemporary values and challenges in healthcare.

The Nightingale Pledge: A Hippocratic Oath for Nurses

In 1893, Lystra Gretter, a nursing instructor at the Harper Hospital in Detroit, Michigan, created the Nightingale Pledge as a nursing equivalent to the Hippocratic Oath. The pledge is named after Florence Nightingale, the founder of modern nursing, who established nursing as a respected and professional discipline. The Nightingale Pledge emphasizes the importance of loyalty, devotion, and maintaining professional standards in nursing practice.

The original Nightingale Pledge reads as follows:

“I solemnly pledge myself before God and in the presence of this assembly, to pass my life in purity and to practice my profession faithfully. I will abstain from whatever is deleterious and mischievous, and will not take or knowingly administer any harmful drug. I will do all in my power to maintain and elevate the standard of my profession, and will hold in confidence all personal matters committed to my keeping and all family affairs coming to my knowledge in the practice of my calling. With loyalty will I endeavor to aid the physician in his work, and devote myself to the welfare of those committed to my care.”

Legal Requirements for Nursing Oaths

In most countries, including the United States, nurses are not legally required to take an oath. The decision to take an oath is typically a personal choice or a requirement of the nursing school or professional organization. However, many nursing schools and organizations encourage nurses to take an oath as a symbolic gesture of their commitment to ethical practice and patient care.

Ethical and Professional Implications of Nursing Oaths

Taking a nursing oath is a public affirmation of a nurse’s commitment to the ethical and professional responsibilities of the profession. By taking an oath, nurses acknowledge the trust placed in them by patients, families, and society. The oath reminds nurses of the core values and principles that guide nursing practice, including compassion, integrity, and dedication to patient well-being.

Nursing oaths also help to establish a shared identity and sense of purpose among nurses. By reciting the same words and committing to the same principles, nurses create a bond that transcends individual differences and unites them in their common goal of providing excellent patient care. This sense of unity and shared purpose can be especially important in times of crisis or uncertainty, when nurses may need to rely on each other for support and guidance.

Controversies Surrounding Nursing Oaths

Despite their symbolic importance, nursing oaths have not been without controversy. Some critics argue that traditional nursing oaths, such as the Nightingale Pledge, are outdated and fail to capture the complexity of modern nursing practice. They contend that the language used in these oaths is too vague or open to interpretation, which can lead to confusion or inconsistencies in practice.

Another point of contention is the religious language used in some nursing oaths. The Nightingale Pledge, for example, includes the phrase “I solemnly pledge myself before God,” which some nurses may find exclusionary or inappropriate in a secular healthcare setting. This has led to alternative oaths that use more inclusive language or omit religious references altogether.

There is also debate about the effectiveness of nursing oaths in promoting ethical behavior and patient care. Some argue that taking an oath does not guarantee that a nurse will act ethically or provide high-quality care and that the oath is merely a symbolic gesture with little practical impact. Others contend that taking an oath can have a powerful psychological effect, reminding nurses of their responsibilities and inspiring them to live up to the profession’s highest standards.

The Importance of Living the Oath

Whether a nurse takes a formal oath or not, the most important aspect of being a nurse is living up to the principles and values that define the profession. Taking an oath is not a guarantee of ethical behavior or high-quality patient care; it is a symbolic commitment to strive for these ideals in every aspect of one’s practice.

Living the oath means embodying the core values of nursing, such as compassion, integrity, and respect for patient autonomy. It means lifelong learning, seeking new knowledge and skills to improve patient outcomes and advance the profession. It means advocating for patients, families, and communities, fighting for policies and practices that promote health equity and social justice.

Living the oath also means being a leader and role model for others. Nurses who live up to the principles of their oath inspire their colleagues and the next generation of nurses to do the same. They demonstrate the power of nursing to make a positive difference in the lives of individuals and communities and help shape the future of the profession.

What is the oath that nurses take?

The oath that nurses take is called the Nightingale Pledge. It is a promise to care for patients with kindness, respect, and honesty. Nurses pledge to help people stay healthy, keep their information private, and avoid causing harm. It’s similar to the doctor’s Hippocratic Oath, but focused on nursing care. Some nurses recite a modern version of this pledge when they graduate from nursing school.

What is the modern nursing pledge?

The modern nursing pledge is a promise made by nurses to provide care with compassion, respect, and integrity. It is a more updated version of the traditional Nightingale Pledge. Nurses vow to maintain patient confidentiality, continue learning, and work with others to improve healthcare. They also pledge to respect the dignity of all patients and provide care without discrimination. This modern pledge reflects the values and responsibilities of nursing in today’s healthcare environment.

DPI Project Milestone 10 Strategic Points Project Proposal10 Strategic Points Pr ...

DPI Project Milestone 10 Strategic Points Project Proposal

10 Strategic Points Project Proposal

10 Strategic PointsComments/FeedbackBroad Topic AreaNew Fall Preventive Approach for Stroke Population in Rehabilitation FacilityLiterature Reviewa. Background of the Problem/Gap:

· Hospital falls are among the most commonly reported adverse hospital events with more than one million occurring annually (Leone & Adams, 2016).

· Stroke patients were the largest diagnostic group accounting for all unassisted falls (Leone & Adams, 2016).

· Most of these incidents were related to stroke patients attempting to toilet themselves when they fell.

· There are some challenges for stroke patients to have awareness of their surroundings and ability effect by stroke.

b. Theoretical Foundations (models and theories to be foundation for study):

· The RE-AIM model (Reach, Efficacy, Adoption, Implementation, Maintenance) was used to identify strategies for an effective program (Day et al., 2011).

c. Review of Literature Topics With Key Organizing Concepts or Topics for Each One

· Research study found bladder training and prompted voiding share the two characteristics of cognitive behavioral modi?cation and active client participation (Roe, Milne, Ostaszkiewicz & Wallace, 2007).

· Timed voiding program has proved successful in decreasing unassisted bathroom-related falls in the stroke population (Mehdi, Birms & Bhalla, 2013).

d. Summary

Gap/Problem: There is a need to implement evidence-based methods of improving hospital falls in stroke patients through preventive fall program.
Prior studies: Prior studies show that timed voiding program has improved unassisted bathroom-related falls in the stroke population.
Quantitative application: Sources of data provide a method of evaluating and analyzing a new intervention and its effectiveness.

e. Significance:

· Improving rate of hospital falls;

·.

Problem StatementWhile the literature indicates that it is important to develop new measures for fall prevention programs in stroke populations, it is unknown if the implementation of Bladder Training and Timed-voiding program would decrease unassisted bathroom-related falls in the stroke population.Clinical/PICO QuestionsCan a combination intervention (bladder training and timed-voiding) decrease unassisted bathroom related falls in post ischemic stroke patients within six weeks period on a rehabilitation unit at a local Rehabilitation Institute?Sample(L) – Local inpatient rehabilitation facility (Memorial Rehabilitation Institute in Hollywood, Florida).

(P) – Population: post ischemic stroke patients.

(I) – Intervention: Implementing a Bladder Training and Timed-voiding program to decrease unassisted bathroom-related falls in post ischemic stroke population.

(C) – Comparison: Use multiple data collection and analysis from EHR and FIM score to compare before and after the new fall prevention program.

(O) – Outcome: Decreased unassisted bathroom-related falls in post ischemic stroke population.

(T) – Time: Quasi-experimental review of electronic medical records for all stroke patients who fell in six months period prior to the program need to be conducted. Then compare with Fall debrief survey score for post program will be measure in 6 weeks period.

Define VariablesDefine Variables:

· Independent Variable: Bladder training and timed-voiding program.

· Dependent Variable: The effectiveness of decreasing unassisted bathroom-related falls post ischemic stroke population.

Methodology and DesignThis study will be using a quantitative methodology with quasi-experimental design.Purpose StatementThis quantitative quasi-experimental study is to explore and understand contributing factors of falls in the stroke population by using database from the electronic health record (EHR) at inpatient rehabilitation facility. Based on targeted pre-intervention findings from falls database, design and implement an intervention specific to decrease unassisted bathroom related falls in stroke patients through a multidisciplinary timed voiding program.

Data Collection ApproachQuasi-experimental review of electronic medical records for all stroke patients who fell in six months period prior to the program need to be conducted. Then collect the score from Fall debrief survey score for post program to be measure in 6 weeks period. Survey specific patient-related data focused on demographics (age and gender), medical condition (type of stroke, comorbidities), days since admission, neurological deficits (mental status, physical or visual impairment), and potential value of the functional independence measure (FIM) score for predicting falls.Data Analysis ApproachFall debrief data contained descriptive details of the falls and its circumstances which included the time of fall, day of week, location, call bell usage, activity being attempted, effect of medications that may impact falls. EHR database provides valuable tools to help identify and assess risk factors for falls. These data also provide a method of evaluating and analyzing a new fall prevention program and pre and post program scores will be compared to determine its effectiveness.

References

Day, L., Finch, C. F., Hill, K. D., Haines, T. P., Clemson, L., Thomas, M., & Thompson, C. (2011). A protocol for evidence-based targeting and evaluation of statewide strategies for preventing falls among community-dwelling older people in Victoria, Australia. Injury Prevention, 17(2), 3. doi: org/10.1136/ip.2010.030775
Leone, R. M. & Adams, R. J. (2016). Safety standards: implementing fall prevention interventions and sustaining lower fall rates by promoting the culture of safety on an inpatient rehabilitation unit. Rehabilitation Nursing, 41, 26-32
Mehdi, Z., Birms, J. & Bhalla, A. (2013). Post-stroke incontinence. International Journal clinical practice, 67(11), 1128-1137
Roe, B., Milne, J., Ostaszkiewicz, J. & Wallace, S. (2007). Systematic reviews of bladder training and voiding programs in adults: a synopsis of ?ndings on theory and methods using metastudy techniques. Journal of Advanced Nursing, 57(1), 3–14. doi: 10.1111/j.1365-2648.2006.04098.x

Dorothy E Johnson Theory Critique PresentationDorothy E Johnson Theory Critique ...

Dorothy E Johnson Theory Critique Presentation

Theory Critique Formal Paper & Presentation (15%): (CC 2.c)

This is a formal paper of the assigned theorist. The student will critically assess the assigned theorist by defining the theory, and giving a historical overview of the theorist noting the assumptions and limitations of the theory, the social climate and conditions that influenced the theory development as well as other theorists and or disciplines. The paper should be no more than 3-5 pages of content, to include title and reference pages compliant with APA 7th edition.

This assignment is graded on content and quality of thought. (Rubric provided). The presentation portion of your theorist is the opportunity to share your assigned theorist with your colleagues via power point presentation. Please view the Power Point Format Presentation slide show, which will be used for all presentation assignments.

It should be no more than 15 slides in APA 7th edition including title and reference pages., and slide citation. All components must be utilized for maximum credit. (Rubric provided).read the course text chapter that relates to the selected theorist and support with at least 2 other references

Complete the theory analysis using the theory analysis rubric

create 3-5 page APA 7th edition compliant document and 20 slide presentation for class that complies with Pittman’s PPT guidelines.

Paper and Powerpoint on Dorothy Johnson: Behavioral System Model

NUR 3846 Foundations of Professional Nursing Theory Critique Rubric.pdf
NURSING THEORISTS AND THEIR WORK, EIGHTH EDITION.pdf

NUR 3846 Foundations of Professional Nursing Theory Critique Rubric

Origins of the theory (give context/background)MeaningUsefulnessTestabilityOverall evaluation (Revised 1/2021 by AJ Pittman)

What was happening in the nursing profession and/or in American history that may have influenced the theory (state the era, 1800’s, 1900’s)
What values, theories, evidence and or existing knowledge did the theorist cite as support for the theory What worldview, approach or paradigm to theory development did the theorist use? (qualitative or quantitative)
What is the scope of the theory? (philosophy, conceptual model, grand theory, middle range theory or practice theory, see p. 47 of text)
Describe the main ideas of the theory, include the assumptions under which the theory operates.
What are the main concepts and how does the different concepts affect each other? How useful is this theory in nursing? (give an example)
Is the theory practical & helpful to nursing? Does it contribute to understanding and predicting outcomes?
Has this theory generated research? If so how many and what types of studies? Give one example of a study done using this theory (cite and explain, review the abstract)
Evaluate the theory by utilizing the 5 criteria for analyzing theory (clarity, simplicity, generality, accessibility, importance). Is the theory comprehensive or specific?
How generalizable is the theory?
Summarize the 20% 10% 10% 10% 30%

Strengths & weakness of the theory.

State why you would or would not use this theory in your practice. If you would use the theory state how Presentation Professional appearance, well- groomed with lab coat & identification.
Demonstrate knowledge of content and confidence through voice inflection and tone and (no reading word for word or monotone voice).
Comply with PPT format (rule of 6) Creativity, summarize engage audience, timed 20 min Handouts summarize main ideas & model, reference list/ APA Total (Revised 1/2021 by AJ Pittman) 10% 10%

Nursing Theorists AND THEIR WORKThis page intentionally left blank Nursing Theorists AND THEIR WORK Martha Raile Alligood, PhD, RN, ANEF Professor Emeritus College of Nursing East Carolina University Greenville, North Carolina 3251 Riverport Lane St. Louis, Missouri 63043No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Notices Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.With respect to any drug or pharmaceutical products identified, readers are advised to check the most current information provided (i) on procedures featured or (ii) by the manufacturer of each product to be administered, to verify the recommended dose or formula, the method and duration of administration, and contraindications.It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment for each individual patient, and to take all appropriate safety precautions.To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein. Library of Congress Cataloging-in-Publication Data Nursing theorists and their work / edited by] Martha Raile Alligood. — Eighth edition. p. ; cm.Includes biographical references and index. ISBN 978-0-323-09194-7 9pbk. ; alk. Paper) I. Alligood, Martha Raile, editor of compilation. [DNLM: 1. Nursing Theory. 2. Models, Nursing. 3. Nurses—Biography. Philosophy, Nursing. WY 86] RT84.5 610.7301—dc23 2013023220 Senior Content Strategist: Yvonne Alexopoulos Content Development Specialist: Danielle M. Frazier Publishing Services Manager: Deborah L. Vogel Project Manager: Pat Costigan Design Direction: Karen Pauls Printed in the United States of America Last digit is the print number: 9 8 7 6 5 4 3 2 1 Dedicated to the memory of my mother.Higgins, PhD, RN Assistant Professor Frances Payne Bolton School of Nursing Case Western Reserve University Cleveland, Ohio Bonnie Holaday, DNS, RN, FAAN Professor and Director, Graduate Studies School of Nursing and Institute on Family and Neighborhood Life Clemson University Clemson, South Carolina Eun-Ok Im, PhD, MPH, RN, CNS, FAAN Professor and Marjorie O. Rendell Endowed Professor School of Nursing The University of Pennsylvania Philadelphia, Pennsylvania D. Elizabeth Jesse, PhD, RN, CNM Associate Professor College of Nursing East Carolina University Greenville, North Carolina Lisa Kitko, PhD, RN, CCRN Assistant Professor School of Nursing The Pennsylvania State University University Park, Pennsylvania Theresa Gunter Lawson, PhD, APRN, FNP-BC Assistant Professor Department of Nursing Lander University Greenwood, South Carolina Unni Å.Lindström, PhD, RN Professor Department of Caring Science Faculty of Social and Caring Sciences Åbo Academy University Vasa, Finland M. Katherine Maeve, PhD, RN Nurse Researcher Charlie Norwood VAMC Augusta, Georgia Marilyn R. McFarland, PhD, RN, FNP, BC, CTN Associate Professor of Nursing and Family Nurse Practitioner Urban Health and Wellness Center University of Michigan Flint, Michigan Gwen McGhan, PhD(c), RN Jonas/Hartford Doctoral Scholar School of Nursing The Pennsylvania State University University Park, Pennsylvania Molly Meighan, RNC, PhD Professor Emerita Division of Nursing Carson-Newman College Jefferson City, Tennessee Contributors Patricia R. Messmer, PhD, RN-BC, FAAN Marguerite J. Purnell, PhD, RN, AHN-BC Gail J. Mitchell, PhD, RN, MScN, BScN Teresa J. Sakraida, PhD, RN Director Patient Care Services Research Children’s Mercy Hospital and Clinics Kansas City, Missouri ProfessorRN Associate Professor Department of Caring Science Faculty of Social and Caring Sciences Åbo Academy University Vasa, Finland Janice Penrod, PhD, RN, FGSA, FAAN Director, Center for Nursing Research Associate Professor School of Nursing The Pennsylvania State University University Park, Pennsylvania Susan A. Pfettscher, DNSc, RN Retired Bakersfield, California Kenneth D. Phillips, PhD, RN Professor and Associate Dean for Research and Evaluation College of Nursing The University of Tennessee Knoxville, Tennessee Marie E. Pokorny, PhD, RN Director of the PhD Program College of Nursing East Carolina University Greenville, North Carolina Assistant Professor Christine E. Lynn College of Nursing Florida Atlantic University Boca Raton, Florida Assistant Professor College of Nursing University of Colorado, Denver Aurora, Colorado Karen Moore Schaefer, PhD, RN Associate Chair and Associate Professor.Retired Department of Nursing College of Health Professions Temple University Philadelphia, Pennsylvania Ann M. Schreier, PhD, RN Associate Professor College of Nursing East Carolina University Greenville, North Carolina Carrie J. Scotto, PhD, RN Associate Professor College of Nursing University of Akron Akron, Ohio Christina L. Sieloff, PhD, RN, NE, BC Associate Professor College of Nursing Montana State University Billings, Montana Janet L. Stewart, PhD, RN Assistant Professor Department of Health Promotion and Development School of Nursing University of Pittsburgh Pittsburgh, Pennsylvania ix x Contributors Danuta M. Wojnar, PhD, RN, MEd, IBCLC Assistant Professor College of Nursing Seattle University Seattle, Washington Joan E. Zetterlund, PhD, RN Professor Emerita of Nursing School of Nursing North Park University Chicago, Illinois Reviewers Jean Logan, RN, PhD Professor Grand View University Des Moines, Iowa Karen Pennington, PhD, RN Nancy Stahl, RN, MSN, CNE Associate Professor BSN Coordinator University of North Georgia Dahlonega.Georgia Associate Professor Regis University Denver, Colorado xi About the Editor Martha Raile Alligood is professor emeritus at East Carolina University College of Nursing in Greenville, North Carolina, where she was Director of the Nursing PhD program. A graduate of Good Samaritan School of Nursing, she also holds a bachelor of sacred literature (BSL) from Johnson University, a BSN from University of Virginia, an MS from The Ohio State University, and a PhD from New York University. Her career in nursing education began in Zimbabwe in Africa and has included graduate appointments at the University of Florida, University of South Carolina, and University of Tennessee.Among her professional memberships are Epsilon and Beta Nu Chapters of Sigma Theta Tau International (STTI), Southern Nursing Research Society (SNRS), North Carolina Nurses Association/American Nurses Association (NCNA/ANA), and Society of Rogerian Scholars (SRS). A recipient of numerous awards and honors, she is a Fellow of the National League for Nursing (NLN) Academy of Nursing Education, received the SNRS Leadership in Research Award, and was honored with the East Carolina University Chancellors’s Women of Distinction Award.A member of the Board of Trustees at Johnson University, Dr. Alligood chairs the Academic Affairs Committee. She served as contributing editor for the Theoretical Concerns column in Nursing Science Quarterly, Vol. 24, 2011, and is author/editor of Nursing Theory: Utilization & Application, fifth edition, as well as this eighth edition of Nursing Theorists and Their Work. xii Preface T his book is a tribute to nursing theorists and a classic in theoretical nursing literature.It presents many major thinkers in nursing, reviews their important knowledge-building ideas, lists their publications, and points the reader to those using the works and writing about them in their own theoretical publications. Unit I introduces the text with a brief history of nursing knowledge development and its significance to the discipline and practice of the profession in Chapter 1.