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NRS 493 Topic 6 Capstone Change Project Resources Essay

Assessment of the Organization for Essential Resources

Assessing the organization for the necessary resources to execute the strategic plan for implementing the change proposal involving multidisciplinary health education workshops for hypertension management among elderly nursing home residents is crucial. This assessment ensures a realistic and well-prepared approach to the proposed intervention.

1. Personnel Resources: The successful implementation of the health education workshops necessitates a dedicated team of healthcare professionals. This team would include nurses, physicians, dietitians, pharmacists, and health educators, all trained in delivering the workshops effectively. Additional support staff may be required for administrative tasks, scheduling, and technical assistance, particularly if telehealth components are involved. The organization must allocate human resources to plan, coordinate, and deliver these workshops.
2. Technological Resources: If telehealth is incorporated into the intervention, the organization must invest in the necessary technology infrastructure. This includes safe video conferencing platforms, electronic health record systems for record-keeping, and other related technologies. Telehealth sessions require a reliable internet connection. To reduce resistance to change and facilitate smooth implementation processes, sufficient education for staff and residents on using new technologies is also essential (Warrick, 2022).
3. Educational Materials: Creating and offering educational resources for the sessions is crucial. Printed materials like brochures and handouts, videos, and interactive tools may be required to involve residents effectively. All residents should have access to educational resources, which should be presented in formats suitable for the older population, given their cognitive and sensory impairments.
4. Funding Resources: An evidence-based practice intervention’s implementation frequently necessitates financial resources for staff training, technology purchases, and continuing program maintenance (Kinney et al., 2023). It is crucial to obtain sufficient funding or budgetary allocation. To ensure sustainability, this may entail applying for grants, repurposing already allocated funds, or working with external collaborators or healthcare organizations.
5. Quality Assurance and Evaluation Tools: The organization will require quality assurance and evaluation tools to track the intervention’s efficacy. This comprises systems for monitoring blood pressure regulation, medication compliance, resident satisfaction, and overall results. For a precise evaluation of the workshops’ effects, data collecting and analysis methods and employees trained in their use are required.

By including these resources in the strategic plan, the change proposal is guaranteed to be carefully constructed and practical. The multidisciplinary health education workshops can be implemented successfully and improve hypertension control among older nursing home patients if sufficient staff, technology, teaching materials, funding, and evaluation methods exist.

NRS 493 Topic 6 Capstone Change Project Resources Essay References

Kinney, A. R., Stearns-Yoder, K. A., Hoffberg, A. S., Middleton, A., Weaver, J. A., Roseen, E. J., Juckett, L. A., & Brenner, L. A. (2023). Barriers and facilitators to the adoption of evidence-based interventions for adults within occupational and physical therapy practice settings: A systematic review. Archives of Physical Medicine and Rehabilitation. https://doi.org/10.1016/j.apmr.2023.03.005

Warrick, D. D. (2022). Revisiting resistance to change and how to manage it: What has been learned and what organizations need to do. Business Horizons, 66(4). https://doi.org/10.1016/j.bushor.2022.09.001

NRS 493 Topic 6 Capstone Change Project Resources Essay Instructions

Work with your preceptor to assess the organization for required resources needed for the strategic plan if the change proposal were to be implemented. Review your strategic plan and determine what resources would be needed if the change proposal were to be implemented. Write a list of at least four resources you will need in order to implement your change proposal.

The assignment will be used to develop a written implementation plan.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this NRS 493 Topic 6 Capstone Change Project Resources Essay assignment to LopesWrite.

CLICK HERE TO ORDER YOUR NRS 493 Topic 6 Capstone Change Project Resources Essay

NRS 493 Topic 6 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

NRS 493 Topic 6 Capstone Change Project Resources Essay 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.

NRS 493 Professional Capstone and Practicum Reflective Journal Sample

A reflection is an essential tool for professionalism and tracking progress in tasks. It is also a source of motivation and improvement by looking at the archived objectives and the areas for improvement available. This essay is a reflection of week four of the capstone change project.

This week was quite a busy week with care delivery to the patients. My mentor assigned me leadership roles to oversee other care providers in preparation for my capstone project implementation. During the week, I coordinated care teams in providing diabetes care, such as diabetic foot examinations and eye examinations. The experience taught me the importance of good leadership and ethical consideration in healthcare.

Leadership skills are vital in ensuring all care team members cooperate and perform their roles. The community clinic is free; hence there are few economic considerations, all handled at the management level. Respecting all professionals, shared-decision making, and open and free communication are vital for all leaders to succeed in their roles (Peterson et al., 2019).

Informed consent, autonomy, confidentiality, and social justice are the most important ethical considerations in diabetic patients. Updating the patient on all care interventions and providing feedback promoted patient participation (Lee et al., 2019). Ensuring their information was safe also helped their openness and readiness to share information.

The patient-care provider relationship is based on mutual trust, and thus ethical responsibility of the healthcare provider helps build a better relationship. Therefore, ethical considerations such as informed consent, transparency, and confidentiality will be integral in the capstone project. In addition, good leadership skills will help coordinate the care providers for its successful implementation.

References on NRS 493 Topic 6 Capstone Change Project Resources Essay

Lee, S. K., Shin, D. H., Kim, Y. H., & Lee, K. S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International Journal Of Environmental Research And Public Health, 16(18), 3323. https://doi.org/10.3390/ijerph16183323

Peterson, K., Anderson, J., Bourne, D., Charns, M. P., Gorin, S. S., Hynes, D. M., … & Yano, E. M. (2019). Health care coordination theoretical frameworks: a systematic scoping review to increase their understanding and use in practice. Journal of General Internal Medicine, 34(1), 90–98. https://doi.org/10.1007/s11606-019-04966-z

NRS 493 Topic 7 Capstone Change Project Evaluation Plan

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 7 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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 not required to submit this assignment to LopesWrite.

CLICK HERE TO ORDER YOUR NRS 493 ASSIGNMENTS

NRS 493 Professional Capstone Practicum Essays GCU – Topic 8 Benchmark Capstone Project Change Proposal

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background
2. Clinical problem statement.
3. Purpose of the change proposal in relation to providing patient care in the changing health care system.
4. PICOT question.
5. Literature search strategy employed.
6. Evaluation of the literature.
7. Applicable change or nursing theory utilized.
8. Proposed implementation plan with outcome measures.
9. Discussion of how evidence-based practice was used in creating the intervention plan.
10. Plan for evaluating the proposed nursing intervention.
11. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.
12. Appendix section, if tables, graphs, surveys, educational materials, etc. are created.

Review the feedback from your instructor on the Topic 3 assignment, PICOT Question Paper, and Topic 6 assignment, Literature Review. Use this feedback to make appropriate revisions to these before submitting.

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

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

• 1.1:     Exemplify professionalism in diverse health care settings.
• 2.2:     Comprehend nursing concepts and health theories.
• 3.2:     Implement patient care decisions based on evidence-based practice.

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Benchmark- Capstone Project Change Proposal Example

NRS 493 Topic 6 Capstone Change Project Resources Essay Background

Admission of patients into the intensive care unit (ICU) is a common health practice across the world. In the US alone, over 5 million people were admitted to the ICU (Suljevic et al., 2020). Patients in ICU are provided with specialized care that requires close monitoring of medications and equipment.

Because most of the patients are unconscious due to either sedating medications or severe disease, they require close monitoring to stabilize all body systems to improve outcomes. As a result, ICU patients require life-saving invasive procedures aimed at stabilization.

Among the common procedures includes central lines, urinary catheters, endotracheal intubation, tracheostomy, feeding tubes, and cardiac monitors (Suljevic et al., 2020). Ironically, despite these procures being paramount in saving lives, they contribute to infections and other complications that are major contributors to death. For instance, catheters are associated with catheter-associated urinary tract infections (CAUTIs); central lines cause central line-associated bloodstream infection, while mechanical ventilators are associated with mechanical ventilators (VAP).

The presence of VAP or either of the infections in ICU patients complicates their clinical outcomes while increasing the risk of mortality and morbidity and increasing the cost of care. Therefore, preventing the incidence of such infections remains a priority issue in health care. Some of the nurse-led evidence-based practice preventive measures include encouraging early ambulation, hourly turning, installation of orotracheal as opposed to nasotracheal tubes, spontaneous breathing trials, sedation, head elevation, staff education, infection surveillance, and prophylaxis for stress ulcers and venous thromboembolism (Xu et al., 2019).

These methods have helped in reducing the incidents of VAP but are not sufficient. The need to improve patient outcomes has led to various pieces of research using chlorohexidine (CHG) mouthwash to evaluate its effectiveness in preventing VAP while improving patient outcomes. There have been mixed findings from evidence.

Most studies have proposed using CHG to prevent VAP and other infections, while some show contradictory results. Therefore, in my quest to understand the subject matter, I decided to undertake this project to find more evidence that will help in improving patient outcomes. This paper will address the following: problem statement, PICOT statement, the purpose of the change proposal, literature search strategy, literature evaluation, and barriers to implementation, as well as how to overcome them.

Clinical Problem Statement

By definition, VAP is a lower respiratory tract disorder that develops within 48 hours or more of being on mechanical ventilation in a patient that originally did not have the condition. VAP is among the most common nosocomial infection in ICU, accounting for 9 to 27% of all infections in the ICU. It is the second commonest hospital-acquired infection (HAI) after CAUTIs (Xu et al., 2019).

Because up to 300,000 patients admitted to the ICU require mechanical ventilation to support breathing and necessitate gaseous exchange, up to 20% of all VAP associated with mechanical ventilators is the major risk factor (Suljevic et al., 2020)r.

The ventilators act as a breach in the natural immunity that allows bacteria and other micro-organisms to access the lower respiratory tract and multiply to cause VAP. In addition, intubation compromises the integrity of the trachea and oropharynx, allowing oral and gastric secretions to access the respiratory tract leading to irritation that further increases the risk of VAP. The incidences of VAP increase with the duration of ventilation, with an estimated rate of 3% in the first days, 2% per day between days 6 and 10 and 1% per day after day 10 (Suljevic et al., 2020).

Notably, an infection caused by Pseudomonas contributes to crude mortality of 27 to 67% with VAP which is higher than all other bacteria except for actinobacteria (Xu et al., 2019). In addition to mechanical ventilation, other risk factors combine to increase the risk, such as advanced age, immobilization, supine position, immunosuppression, and increased ICU stay.

Various microorganisms are implicated in the pathophysiology of VAP. Both gram-positive and gram-negative bacteria can colonize the lower respiratory tract, multiply, and cause pneumonia (Kohbodi et al., 2022). Comparing the timing of infection, early-onset VAP is associated with drug-sensitive bacteria, while late-onset VAP is associated with drug-resistant bacteria. Drug resistance pneumonia is difficult to treat and impairs patient outcomes.

Furthermore, VAP increases the risk of mortality, morbidity for those who survive and increased hospital stays.  For instance, every patient spends an extra $40,000 on each extra day spent in the hospital leading to an increased healthcare burden (Pawlik et al., 2022). Therefore, there is a need to prevent VAP and increase patient outcomes.

The purpose for Change.

Because of the burden caused by VAP in terms of increased hospital stay, mortality, morbidity, and increased cost of care, there is a need to implement a nurse-driven protocol to prevent infection. Among the various protocols used in the prevention, chlorohexidine (CHG) has been applied in various setups, yielding promising results. CHG is an antiseptic antimicrobial with a bactericidal effect against both gram-positive and gram-negative bacteria.

Appropriate use of CHG mouthwash reduces the microbial load and helps in reducing the incidences of VAP, as reported by various pieces of evidence (Kohbodi et al., 2022). Therefore, this project change aims at improving nursing knowledge about the use of CHG in preventing infections in the ICU. This will help reduce the rate of nosocomial infections while improving patient outcomes and reducing mortality, hospital stay, and cost of care.

PICOT Question

Various levels of evidence reviewed in the literature provide vital information about the use of CHG and its impact on reducing VAP. This project will focus on teaching nurses to adhere daily application of CHG to intubated patients to prevent VAP. I came up with a PICOT to address to help me complete this project. The PICOT states: In adult patients intubated in ICU (P), how does daily use of Chlorohexidine (I) compared to not using (C) reduce the risk of Ventilator Acquired Pneumonia (VAP) (O) over three months? (T)

Literature Search

Because this project aims to improve nursing care and patient outcomes, I undertook a rigorous search to identify published evidence that could help support the change. Various sources with reputable information were searched. Such include Medline, ProQuest, google scholar, PubMed, Scopus, CINAHL, and Science Web.

The initial step of the search involved finding the overall information about VAP. Keywords such as prevention of VAP uses of Chlorohexidine and effects of VAP in ICU patients were used. Besides, using Medical Subject Headings (MeSH) helped find more evidence. Various levels of evidence, including systemic reviews, meta-analysis, quantitative, clinical trials, and qualitative publications, were identified, with sources published within the past five years meeting the inclusion criteria.

Evaluation of the Literature.

Research Questions

The various publications identified aimed at addressing various issues while answering some clinical questions. Therefore, the different objectives attracted various research questions. To begin with a study by D’Journo et al. (2018), the authors aimed to evaluate the impact of CHG on preventing complications for post-surgery patients. The question stated, `Does the use of CHG prevent respiratory complications post-surgery for patients with lung cancer?

In another meta-analysis by Jackson and Owens (2019), the question stated,` How does the use of CHG prevent VAP among intubated patients?  While mathematical analysis by Reagan et al. (2019) aimed at finding out the effectiveness of CHG in reducing the cost of care, a study by Pallotto et al. (2019) sought to find out the effectiveness of using a soap-like solution of CHG would be effective in reducing the incidences of hospital-acquired infections. Finally, Deschepper et al. (2018) stated, Does the use of chlorohexidine oral care in critical and non-critical patients reduce mortality? While Triamvisit et al. (2021) questioned whether the risk of VAP in the neurosurgical unit could be reduced by using CHG.

Sample Comparison

Every study that was evaluated had various interests; hence diverse populations were recruited to meet the objectives of each study. The studies comprised nurses and patients admitted to the ICU. For instance, the survey by D’Journo et al. (2018) and Pallotto et al. (2019) were done in different settings, but the sampled population was 450 and was randomized with a simple method.

A study by Triamvisit et al. (2021) had only 291 patients despite being done in two different units. A simple randomization technique was used to divide the patients into control and intervention groups. A mathematical model by Reagan et al. (2019) used a simulated sample size of 850 to estimate the cost. Lastly, a study by Deschepper et al. (2018) used a larger sample size of 82,274 compared to the other studies.

Study Findings.

Despite various levels of evidence chosen for the literature review, all authors agreed that VAP is a serious health concern that, if not addressed, will continue being a healthcare model while increasing the rates of mortality. Additionally, nursing-driven care protocols are essential in improving the quality of care and health outcomes.

The findings from a retrospective study by Deschepper et al. (2018) were complemented by a systematic review by Jackson and Owens (2019), as both found that the use of CHG leads to a significant reduction in HAIs such as VAP in intubated patients.

Additionally, patient outcomes improved with a reduction in the hospital stay. Likewise, while assessing the role of CHG on the cost of care, Reagan et al. (2019) found that the use of CHG leads to a reduction in the incidences of VAP leads, a reduction in hospital stays, and a lowering cost of care.

Furthermore, findings from D’Journo et al. (2018) showed a significant reduction in HAIs. However, there was no significant difference in the length of stay between the control and the intervention group. Therefore, various authors recommended the implementation of CHG use in multiple settings to prevent various HAIs and improve patient outcomes.

Nursing Theory Utilized

This project adopted Rodger`s Change theory. As an extension of Lewin`s theory, this theory states that change is exciting and good. However, the adoption of changes is the main issue (Lingerfelt & Hutson, 2021). While Lewin`s theory appreciates the presence of resistance and forces that require the forces the push through to overcome resistance, Rodgers agrees that people may reject change but may accept it once they have seen the impact.

This concept is applicable in nursing and especially when introducing a change that contradicts the existing norm. Individuals will always stick to what they are used to despite appreciating that the contrary is better. To implement change and make it appreciated, Rodger`s theory presents a five-step model that, if followed, can improve change adoption.

The stages in their order include awareness which involves acquiring knowledge about a new change; interest stage involves an individual seeking more information about an issue they have just discovered; assessment involves making a decision based on the accessed information either to accept or reject; execution involves accepting a change and putting it into practice, and adoption involves the continuous practice of the new idea making it a routine (Lingerfelt & Hutson, 2021). This theory is applicable to this project and allows nurses to adopt the use of CHG daily. Therefore, mastery of all the stages is paramount to enabling people to adapt to change.

Implementation Plan with Outcomes

Having an appropriate implementation plan ensures the stepwise introduction of the change and maintaining it within an organization. This project aims at implementing the use of CHG mouthwash on patients on mechanical ventilation to reduce the incidences of VAP. The initial plan in implementation will be identifying the stakeholders who are essential in implementation.

The second thing would be surveying nurses to assess their level of knowledge about the change project. This aims at identifying the gaps that would be addressed while making adjustments. Furthermore, nurses will be educated through demonstrations and presentations on how to administer CHG to help in improving knowledge and skills about the change project. Thereafter, nurses will be allowed to demonstrate the skills based on the training.

Nevertheless, the expected outcome would be improved knowledge and skills for nurses on the application while adhering to the procedure daily. Another expected outcome would be a reduction in the incidences of VAP with improved clinical outcomes, reduced mortality and morbidity, and a reduction in hospital stay and cost of care. Finally, I would expect the nurses to share their knowledge and skills with other healthcare personnel to enhance patient safety.

Evidenced-based Practice used in the Intervention Plan

Various levels of evidence have shown how effective CHG is in the prevention of VAP and other HAIs. Because the population of concern is intubated patients, the intervention plan aims at reducing the microbial load. Therefore, the intervention will include the application of CHG mouth daily to improve oral hygiene and kill micro-organisms. Besides, CHG wipes would be used to wipe and disinfect equipment used in mechanical ventilation.

Plan for Evaluating the Intervention

Upon implementation of the project, an evaluation will be paramount to monitor progress. Evaluation provides an opportunity for comparing the results of the pre-and post-intervention period. Data would be collected three months after implementing the change. Both qualitative and quantitative data collection methods would be used. Performing interviews with nurses to assess their experience using the intervention would form the qualitative data.

Quantitative data will include structured questions with a clinical pulmonary intervention scale. A positive outcome would be marked by increased knowledge, adherence to daily bathing, and a reduction in incidences of VAP. Contrary results would mean failure, which requires adjustments to ensure that primary objectives are met.

Implementation Barriers and Measures to Overcome.

Implementation of the project requires the support of both the leadership of the organization and fellow members, failure to attain either can impair the implementation. Regarding

NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper

Project evaluation encompasses approaches for assessing the plan’s processes, impacts, and outcomes. Also, this process enables the implementation team to acquire the requisite knowledge, attributes, and skills to determine the relevance of change programs or quality improvement initiatives (Adams & Neville, 2020). One of the most profound requirements for project evaluation is a solid foundation in research knowledge and skills. In this sense, the evaluation team should rely massively upon qualitative and quantitative data to determine the project’s impacts and outcomes.

In the context of a capstone change project involving evidence-based interventions for preventing medication errors, data collection is a profound strategy for establishing the prevalence, risk factors, and responses to medication mistakes. Examples of data collected when evaluating this project include reported monthly incidences of medication errors, nurses’ knowledge and awareness levels, the severity of these mistakes, and nurses’ responses to training and education programs for preventing errors.

The ideal tools for collecting data on this quality improvement initiative are interviews, surveys, observations, and reviews of departmental documents, records, and hospital dashboards (Taherdoost, 2021). These data collection methodologies enable the evaluation team to gather and analyze qualitative and quantitative data.

The project evaluators are advanced practice registered nurses (APRNs), nurse educators, and the informatics team. They are responsible for interviewing nurses, developing learning content, assessing the project’s processes and outcomes, collecting data regarding the project’s impacts and outcomes, and communicating findings to the implementation team, including top organizational leadership. The viable interventions for communicating data and disseminating findings are report writing, face-to-face presentations, using data visualization tools like concept maps, and open meetings.

A Reflection Journal

My experiences during practicum placement were insightful and challenging due to the overarching need to be comfortable with the demands of the new work environment. However, frequent discussions and interactions with my preceptor enabled me to execute my assigned roles effectively and fit in the new environment. Also, these interactions allowed us to share insights into topics that form the basis of the current healthcare systems.

One of the topics that dominated our discussion with my preceptor was the role of technology in improving healthcare outcomes. According to Booth et al. (2021), digital technologies like hospital information systems, decision support, remote monitoring systems, electronic health records, artificial intelligence, robotics, and telehealth significantly improve all dimensions of care quality, including convenience, timeliness, and effectiveness. We discussed their functionality, benefits, and potential barriers.

While discussing the role of technology in healthcare with my preceptor, I discovered various personal strengths regarding the topic: background knowledge and awareness of different technologies in current healthcare systems, an interest in the topic, and a willingness to learn about these technologies’ functionality. Equally, I realized some weaknesses, including insufficient knowledge of the technical aspects of different technologies and inadequate awareness of the principles of information interoperability, system security, and confidentiality.

Therefore, I am determined to improve my technological literacy by conducting separate research and participating in future training programs. New et al. (2021) define technological literacy as “the ability to effectively use technology to access, evaluate, integrate, create, and communicate information to enhance the learning process through problem-solving and critical thinking” (p. 321).

Nurse educators can improve nurses’ technical literacy by providing guidelines for using advanced technologies, training and educating them, and process simulation to facilitate knowledge acquisition. Finally, it is essential to incorporate health technology into nursing education curricula to promote nursing students’ awareness of healthcare technologies.

NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper References

Adams, J., & Neville, S. (2020). Program evaluation for health professionals: What it is, what it is not and how to do it. International Journal of Qualitative Methods, 19, 1–11. https://doi.org/10.1177/1609406920964345

Booth, R. G., Strudwick, G., McBride, S., O’Connor, S., & Solano López, A. L. (2021). How the nursing profession should adapt for a digital future. BMJ, 373(373), n1190. https://doi.org/10.1136/bmj.n1190

Nes, A. A., Steindal, S. A., Larsen, M. H., Heer, H. C., Lærum-Onsager, E., & Gjevjon, E. R. (2021). Technological literacy in nursing education: A scoping review. Journal of Professional Nursing, 37(2), 320-334. https://doi.org/10.1016/j.profnurs.2021.01.008

Taherdoost, H. (2021). Data collection methods and tools for research: A step-by-step guide to choosing data collection technique for academic and business research projects. International Journal of Academic Research in Management (IJARM), 10(1), 10–38. https://hal.archives-ouvertes.fr/hal-03741847

NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this  assignment to LopesWrite.

CLICK HERE TO ORDER YOUR NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper

NRS 493 Topic 7 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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 not required to submit this assignment to LopesWrite.

CLICK HERE TO ORDER YOUR NRS 493 ASSIGNMENTS

NRS 493 Professional Capstone Practicum Essays GCU – Topic 8 Benchmark Capstone Project Change Proposal

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background
2. Clinical problem statement.
3. Purpose of the change proposal in relation to providing patient care in the changing health care system.
4. PICOT question.
5. Literature search strategy employed.
6. Evaluation of the literature.
7. Applicable change or nursing theory utilized.
8. Proposed implementation plan with outcome measures.
9. Discussion of how evidence-based practice was used in creating the intervention plan.
10. Plan for evaluating the proposed nursing intervention.
11. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.
12. Appendix section, if tables, graphs, surveys, educational materials, etc. are created.

Review the feedback from your instructor on the Topic 3 assignment, PICOT Question Paper, and Topic 6 assignment, Literature Review. Use this feedback to make appropriate revisions to these before submitting.

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

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.1:     Exemplify professionalism in diverse health care settings.

2.2:     Comprehend nursing concepts and health theories.

3.2:     Implement patient care decisions based on evidence-based practice.

NRS 493 Topic 8 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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 not required to submit this assignment to LopesWrite.

NRS 493 Topic 9 Capstone Project Change Proposal Presentation for Faculty Review and Feedback

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 9 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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 not required to submit this assignment to LopesWrite.

CLICK HERE TO ORDER YOUR NRS 493 ASSIGNMENTS

NRS 493 Topic 10 Capstone Project Change Proposal Presentation

Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.

After presenting your capstone project change proposal, write a 250-350 word summary of the presentation. Include a description of the changes that were suggested by your preceptor before your presentation and how you incorporated that feedback.

Describe how this interprofessional collaboration improved the effectiveness of your presentation. Include a description of the feedback and questions from your audience after your presentation, and how this experience will affect your professional practice in the future.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 10 Individual Success Plan (ISP)

The completed Individual Success Plan (ISP) signed off by the preceptor must be submitted to LoudCloud for faculty approval. Student expectations and instructions for completing the ISP document are provided on the “NRS-493 Individual Success Plan” document. Faculty must approve of the completed ISP.  Obtaining preceptor feedback and signature is the responsibility of the student.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 10 Benchmark Professional Capstone and Practicum Reflective Journal

Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.

The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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. Refer to the LopesWrite Technical Support articles for assistance.

Also Read:

NRS 493 Topic 1 Individual Success Plan Essay Paper

NRS 493 Grand Canyon University Scholarly Virtual Tools Activities Discussion

NRS 4930507 Grand Canyon University Wk 10 Care Delivery and Clinical Systems Essay

NRS 493 Topic 6 Capstone Change Project Resources Essay

NRS 493 Topic 5 Strategic Plan Summary Paper

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

2.3:     Understand and value the processes of critical thinking, ethical reasoning, and decision making.

4.1:     Utilize patient care technology and information management systems.

4.3:     Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

5.3:     Provide culturally sensitive care.

5.4:     Preserve the integrity and human dignity in the care of all patients.

NRS 493 Topic 10 Scholarly Activities

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post at least one documented scholarly activity by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 10 Practice Experience Conference (Post-Conference)

Students are required to initiate a Post- Conference that will occur during Topic 10.  This meeting is intended for the student, preceptor, and faculty to discuss the completion of the clinical practice experience, the learning goals contained in the Individual Success Plan (ISP), and course learning objectives.

Completion of the written capstone project change proposal will also be discussed, including preceptor recommendations. Completion of the clinical practice experience will be documented on the “Clinical Evaluation Tool” (CET), which is submitted in LoudCloud prior to the Post- Conference NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper.  The CET will be reviewed during the Post-Conference including recommendations from the preceptor.  Faculty will grade the submitted CET after the conference.

NRS 493 Topic 10 Indirect Clinical Practice Experience

Submit the completed “NRS-493 Indirect Clinical Practice Experience Hours” form to LoudCloud by the end of Topic 10.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 10 Student Evaluation of Preceptor and Site

Access the Lopes Activity Tracker to complete the “Student Evaluation of Preceptor and Site.” Upload and submit the evaluation through the dropbox in LoudCloud.

NRS 493 Topic 10 Final Evaluation of Student by Preceptor

The preceptor will complete your final evaluation in the Lopes Activity Tracker.

Both the student and preceptor must sign the form. The final evaluation is completed and submitted by the student to the Dropbox in LoudCloud.

Students must meet all clinical expectations of the course, earn a passing grade on all benchmark assignments, and successfully complete remediation (if necessary) in order to receive a passing grade in the NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper course. If there are any competencies on the final evaluation that are “Below Expectations,” this may result in failure of the course.

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

NRS 493 Week 10 Care Delivery and Clinical Systems Essay

This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.

CLICK HERE TO ORDER YOUR ASSIGNMENT

The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, 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. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.

4.1: Utilize patient care technology and information management systems.

4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

5.3: Provide culturally sensitive care.

5.4: Preserve the integrity and human dignity in the care of all patients.

**To complete this weekly assignment you have two choices, you can simply submit a statement that you have read and understand the assignment (such as ‘I understand what is required for the weekly journal assignment’) or you can submit your journal work but the journal assignment will not be graded until week 10…prior to week 10 it is a reminder each week in the assignment submission area.

Here are some details regarding both assignments to help you in planning the next 10 weeks.

• Practicum Reflective Journal is due in the final weeks of the course but you want to work on it throughout the course, it has 9 focuses, you need to ensure you include all 9 focuses, to get credit for the 9 focuses you will need to either highlight the focus or state the focus at the beginning of the entry (For example: ‘I had a great time talking with my preceptor about the BSN role vs the ADN role and we discussed new practice approaches with the requirement for a BSN for new grads…’ or you can list the focus first in your journal entry ‘New Practice Approaches: I spoke with my preceptor and we talked about the requirement for a BSN degree for new grads…) If I cannot find the focus easily listed you may loose points for your final submission. 

PICOT Literature Review

Seniors in managed long-term healthcare lack adequate care, which leads to most of them acquiring severe mental illness. Most of the mental health problems reported in assisted care facilities and nursing home centers are attributed to the lack of adequate care given to these senior citizens.  This paper takes the stance that a person-environment match helps residents to engage in more prosocial attitudes within two months, while those who do not get the intervention will experience aggression. This is if the caregiver gives poor services, including a lack of proper or clear communication with a person with dementia or rushing them.

A Comparison of Research Questions

The research question in the article by Soilemezi et al. (2019) was to explore the role of the home environment and then ascertain potential barriers and contributors in home-dementia support and care to establish guidelines for future research and clinical practice.  According to the article, creating a home environment that is friendly to dementia patients’ care is essential in modifying the home environment for effective home-based dementia care. The research question in the article by Wong & Leland (2018) was to ascertain whether the model framework of person-environment occupation improves dementia care within the home setting. Accordingly, the study reviewed past literature that has studied the interaction between occupation, person, and the environment to facilitate participation and quality dementia care for the residents of a particular home.

The research question in the study by Ouyang (2018) was to ascertain whether applying the person-environment fit theory improves the well-being of older adults of Chinese origin. The research question in the study by Jao et al. (2016) investigates the effective method of developing a person-environment apathy rating for dementia patients. The research question of De et al. (2018) examined the location, engagement, and interaction of home-based dementia care facilities.

A Comparison of Sample Populations

Soilemezi et al. (2019) used a sample of 12 databases to conduct a systematic review of literature that has conducted qualitative research on the experience and perception of people with community-based dementia care.  The article by Wong & Leland (2018) used a total of 24 research articles that have studied the Person-environment occupation model as an occupational therapy that promotes innovative approaches to care for dementia patients. The study listed the components of the model framework based on the person-environment occupation, the relationship between these components, and the strategies used to engage nursing homes to achieve an effective outcome in dementia care.

Ouyang (2018) also used a sample of 18 databases to conduct a systematic review of literature that has conducted qualitative research on applying the person-environment fit theory to improve the well-being of older adults of Chinese origin. Jao et al. (2016) used a sample size of 15 scholarly reviewed literature that studied person-environment apathy ratings in the home-based care for dementia. It also identified literature that has studied both formal and family care with a focus on the role that the home environment plays in facilitating effective dementia care through the elimination of care barriers and challenges. The sample used in the study by De et al. (2018) was 35 peer-reviewed literature that had studied small-scale living care and green care facilities.

A Comparison of the Limitations of the Study

The limitations of the study by Soilemezi et al. (2019) are that it is a subjective qualitative research that may have omitted many issues. The observer never confirmed the actual use of environmental strategies that were reported as positive in some articles. Most of the literature was in the English language, thus eliminating those in Greek and German languages, which further limited data collection. Resource constraints barred the planned need to contact the authors for clarification. The limitation of the study by Wong & Leland (2018) is that it failed to report the relationship between the participants and the research, which could have affected the study’s reliability and validity. The generalization of the study was limited in that the thematic review took place in a workshop where family care takes place, thereby compromising the confirmation of its transferability.

Ouyang’s (2018) study’s limitations are that some of the environmental strategies could be obsolete or outdated due to changes in legislation. However, the researchers used CASP to familiarize themselves with these limitations, thereby capitalizing on the study’s strengths to conduct a robust review. The study’s limitations by Jao et al. (2016) is that it used thematic synthesis, which de-contextualizes the findings given that the themes are interpreted from one setting to another setting despite its inapplicability. The study’s limitation by De et al. (2018) is that it was not feasible to include international cross-cultural comparison literature.

Conclusion and Recommendations for Further Research

While a significant portion of these senior citizens have reported cognitive impairments, others have reported behavioral complications, which indicates the dissertation by those who ought to provide them with care. Previous studies have linked this kind of complication to the fact that the gender gap between the patients’ staff has resulted in stronger young male patients tend to show aggressive behavior towards the feeble female nursing staff. In this PICOT literature review, it is argued that there exists little study that has been conducted to ascertain whether the implementation of a person-environment match in seniors in managed long-term health care reduce problems related to dementia. The literature reviews recommend that future studies focus on the home environment to ascertain the potential barriers and contributors in-home dementia support and care so that guidelines can be established for future research and clinical practice. 

References

De Boer, B., Beerens, H. C., Katterbach, M. A., Viduka, M., Willemse, B. M., & Verbeek, H. (2018, December). The physical environment of nursing homes for people with dementia: Traditional nursing homes, small-scale living facilities, and green care farms. In Healthcare (Vol. 6, No. 4, p. 137). Multidisciplinary Digital Publishing Institute.  Available at https://www.mdpi.com/2227-9032/6/4/137/pdf

Jao, Y. L., Algase, D. L., Specht, J. K., & Williams, K. (2016). Developing the Person-Environment Apathy Rating for persons with dementia. Aging & mental health, 20(8), 861-870.

Ouyang, Z. (2018). The Well-being of Chinese Older Adults: Application of the Person-Environment Fit Theory. Cambridge Scholars Publishing.

Soilemezi, D., Drahota, A., Crossland, J., & Stores, R. (2019). The role of the home environment in dementia care and support: a systematic review of qualitative research. Dementia, 18(4), 1237-1272. Available at https://researchportal.port.ac.uk/portal/files/6568315/The_role_of_the_Home_Environment_in_Dementia_Care.pdf

Wong, C., & Leland, N. E. (2018). Applying the Person-Environment-Occupation Model to Improve Dementia Care. OT Practice: CE-1-CE-7. Available at https://pdfs.semanticscholar.org/5eb7/670fc279edf2593ae9a5231b026e04f2b908.pdf

  Also Read:

NRS 493 Topic 1 Individual Success Plan Essay Paper

NRS 493 Grand Canyon University Scholarly Virtual Tools Activities Discussion

NRS 493 Topic 7 Capstone Change Project Evaluation Plan Paper

NRS 493 Topic 6 Capstone Change Project Resources Essay

NRS 493 Topic 5 Strategic Plan Summary Paper

NRSE 4600: Clinical Practice Project (CPP) Proposal Form

Please follow the attached document instructions of how this needs to be done. please use the same form to answer all the questions . Also I have attaches a friends capstone proposal to help you with what you on how it needs to be done.

Instructor instruction: “You need to develop and implement one project in one facility. Develop something you can implement in your practicum facility” : Homecare

FYI: I have attached what I started, the topic and ideas of what you can talk about.

NRSE 4600 Clinical Practice Project (CPP) Proposal Form Assignment Objectives:

• Students will identify QSEN’s competencies for nursing.
• Students will have the opportunity to synthesize knowledge and apply skills acquired in the nursing academic and practice settings.
• Students will extend their academic experience into areas of nursing practice interest, working with new ideas, issues, organizations, and individuals.
• Students will demonstrate the ability to think and act critically and creatively about nursing practice issues and will further develop their analytical and ethical leadership skills necessary to address and help solve these issues.
• Students will refine the ability to utilize evidence based research and demonstrate proficiency in written and communication skills.

NRSE 4600: Clinical Practice Project (CPP) Proposal Form: Assignment Instructions

The Clinical Practice Project (CPP) is the culminating academic endeavor of nursing students who earn a baccalaureate degree in nursing from Ohio University. The project provides students with the opportunity to explore a problem or issue of particular professional interest that is somehow related to one of the following nursing QSEN competencies:

• Patient-centered care, teamwork/collaboration
• Evidence based practice
• Quality improvement
• Safety or informatics (QSEN: http://www.qsen.org).

Each of the QSEN competencies somehow link to nursing excellence. For your project you will need to:

1. Select an issue/problem that you have a professional interest in. Example: Creation of a patient education tool to prevent falls.
2. Select a QSEN competency that relates to that problem. Example: Safety.
3. Select a health care organization that can help support your issue: Example: The CDC
4. Develop a global objective: Example: At the completion of this project I will have developed a patient educational tool to present to staff on 1-South to be distributed to all patients on 1South to prevent falls.
5. Develop at least four project objectives: Example:

• Research current literature on the prevention of falls and patient educational material content.
• Seek falls data from ABC Hospital quality department and specifically from the 1South Unit.
• Review data results and evaluate for trends.
• Develop a patient educational tool on fall prevention.
• Educate staff on use of the patient educational tool
• Implement patient educational tool and present to at least ten patients on 1-South. 6.

Develop possible resources needed to help meet your goals/objectives.

• Meet with unit manager and seek approval on project implementation.
• Review the CDC web site for current references and resources on fall prevention.
• Create patient educational tool, copy and prepare to distribute.
• Create a timeline to implement the patient educational tool.

This assignment is the first of five assignments to complete your Clinical Practice Project (CPP). Each weekly assignment will build upon the last one. It is very important that you follow the directions carefully and review your teachers document/grading rubric for comments so that you can improve each week.

NRSE 4600: Clinical Practice Project (CPP) Goals and Objectives

This Form is to be typed.

Project Topic:

• Give a brief explanation of your topic and identify the one QSEN.org competency that best fits your topic (use the graduate competencies under education on QSEN.org) and that you will address in your project.
• Discuss Health Care Organization (this is not the facility/organization where you are implementing your project, may be a nursing organization, or any organization which sets standards, conducts research, or publishes evidence based literature in relation to your topic) that will help support your project.
• Discussion should include the mission/values of the organization (in your own words). Provide citations and references (no direct quotes). Choose one organization.

Global Objective

The purpose of a global objective is to provide a vision for your overall project. It should be broadly stated, it is what you will be developing and implementing in this course, what is your final product (example: if you are creating a tool to educate patients-then the global objective is the development and presentation of this education).

• Write 1 Global Objective (Do Not Use Any Abbreviations).

An objective should consist of one sentence.

Project Objectives

Now your global objective should be broken down into more focused steps. Be sure your Project Objectives support your Global Objective! How will you achieve your global objective? Be specific. Write 4 Project Objectives…objectives should start with an action verb! (Do Not Use Any Abbreviations)

For example; Research on…Develop a tool/guide/protocol/policy/process to…Develop and present education to staff on new tool…Implement new tool on ___number of patients to improve… Last updated: 2/3/2020 © 2020 School of Nursing Ohio University Page 2 of 3

NRSE 4600: Clinical Practice Project (CPP) Goals and Objectives

Direct patient contact/engagement-implementation in clinical practice:

• Describe in a one or two sentences how you will provide direct patient engagement in your clinical practice project and how this will impact patient outcomes. Your direct patient engagement could be the use of a new tool/process/guide/protocol/procedure on patients.
• Be specific, on how many patients will you implement this project and how do you predict this will impact patient outcomes?

Possible steps to assist me in completing my project:

• List at least 4 steps in your project (Do Not Use Any Abbreviations) Last updated: 2/3/2020 © 2020 School of Nursing Ohio University Page 3 of 3

This assignment is the first of five assignments to complete your Clinical Practice Project (CPP). Each weekly assignment will build upon the last one. It is very important that you follow the directions carefully and review your teachers document/grading rubric for comments so that you can improve each week.

Project Topic:

• Fall prevention in geriatric population Talk about solution/reason why you want to do this research Discuss Health Care Organization Elderly population at fall risk

Global Objective

To create education-based information platform that focuses on patient care through consistent seminars for patients and healthcare providers.

Talk about introducing walkers or support equipments to aid the elderly while walking Introduce more physical therapy treatment to help with their balance and strengthen their core and lower body muscles. Train staff on proper care when transporting patience from wheelchair to bed, or vice versa + Project ObjectivesTalk about:

1. Introduce an evidence-based program to help prevent falls. Goal- provide with a physical therapy to help patient with physical activities at least twice a day to strengthen their lower extremities to prevent them from falling
2. Decrease patient falls Goal- Ensuring patients have non-skid socks, patient have all necessary items they need in reach at their bed side table
3. Encouraging patients to use their assistive aid when up and walking to prevent them from falling. Goal- Prevent patients from undergoing into surgery d/t broken bones
4. Remove excess equipment/supplies/ furniture from rooms & hallways. Last updated: 2/3/2020 Page 2 of 3

NRSE 4600: Clinical Practice Project (CPP) Goals and Objectives

Goal: Eliminating external factors contributing to the high risk of falls Direct patient contact/engagement-implementation in clinical practice: Possible steps to assist me in completing my project: List at least 4 steps in your project

NSG/302 Professional Contemporary Nursing Role

NSG/302 Professional Contemporary Nursing Role

Assignment Content

Read the following case study:

• You are a staff nurse working in an intensive care unit and assigned to care for a 75-year-old man who had coronary artery bypass graft surgery four days ago.
• The patient has a history of chronic obstructive pulmonary disease exacerbated by heavy smoking.
• His postoperative course has been difficult, and he has suffered a number of setbacks.
• Despite their diligent efforts, staff members have been unable to wean him off the ventilator since the surgery.
• He has required frequent suctioning throughout the shift, and he is being evaluated for the development of ventilator-associated pneumonia.

ORDER THROUGH BOUTESSAY

Today, when returning from lunch, you observed that an experienced nurse was suctioning your patient. His secretions were thick, and you observed that the nurse was instilling saline into the patient’s endotracheal tube as she was suctioning him.

The patient turned red and began coughing, and it was obvious he was in distress. You asked the nurse why she was instilling saline into his endotracheal tube.

She replied that this was being done to loosen the secretions. You told her this was no longer an acceptable practice. She stated that she had had many years of critical care experience and didn’t care what anyone said, that the only way to loosen the patient’s secretions would be to instill saline.

She also said that would be the last time she would do something for one of your patients while you were at lunch.

Determine a plan of care for the patient using the nursing process. Use at least two nursing diagnoses and include their associated goals, interventions, and outcomes that you expect to see for each diagnosis.

Define each nursing process step and align each step to critical thinking and clinical decision-making processes.

This can be accomplished by using bubbl.us and developing multi-directional links in your concept map to demonstrate the interrelationships that exist among the various concepts.

Format your care plan as a concept map using visual presentation software from the College of Education Technology Resource Library (https://ecampus.phoenix.edu/secure/aapd/COE/COEresrc/tech-resources.asp)

Click Web Tools. (I am requesting that you use bubbl.us to develop your concept map)

Click Collaboration & Productivity.

Format your alignment of the nursing process with the critical thinking and clinical decision-making process in a document, table, or other visual representation approved by your instructor. This can all be done within your bubbl.us concept map.

Your concept map image should be copied and pasted into a Microsoft Word document with a title page, concept map image, and reference page.

Assignment adapted from Leading and Managing in Nursing (Ch. 21), by Patricia S. Yoder-Wise, 2015, St Louis, MI: Elsevier. Copyright 2015 by Elsevier. Adapted with permission.

Hello, thank you!

Here are some links that might help.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3917188/

https://www.healio.com/nursing/journals/jne/2016-11-55-11/%7B9ba7ecd6-855f-4532-b991-944249d79b5a%7D/concept-maps-in-nursing-education-a-historical-literature-review-and-research-directions

NSG 4411 Clinical Journal Log Assignment

Need a 2 day Clinical Journal and bulleted items completed. My clinicals were done in a Free Clinic called Wiregrass Hope NSG 4411 Clinical Journal Log Assignment. Not a health department. They only offer free pregnancy test and Ultrasound then patient referred to OBGYN. The last order did not provide a Clinical Journal, so here I go again.

NSG 4411 Population Health Practicum

NAME:                                                                submitted

Guideline DescriptionPointActual Points1.    Identify the Clinical Experience32.    Summarize CoursePoint Activities Performed with hours on clinical log5NSG 4411 Clinical Journal Log Assignment3.    Identify how each Student Learning Outcome (SLO) was obtained and met (Varies learning experiences each day) (each SLO worth 6 points)604.    Discuss (student) areas of (3) strengths & (3) weaknesses65.    Discuss (student) subjective perceptions about the experience (thoughts and feelings) (minimum 250 words)7.56.    Discuss pertinence to growth in BSN role. (minimum 200 words)57.    Role of PHN in promoting health (minimum 250 words)7.58.    Use of 3 peer-reviewed journal articles published within the last 5 years List on separate page69.    Clinical Log with signatures (must match submitted clinical schedule) Signed log should be attached to the final journal on due date (16 hours)C/I10.  Preceptor Evaluation – Pass/FailP/F11. Deductions up to 10%: Paper is written using correct grammar, punctuation, spelling and sentence structure; (0.25 points deducted for each error)12. Deductions up to 10%: References in correct APA format (0.25 points deducted for each error13. Does not submit Journal or Clinical Log on required form-514.  Late penalty-5/-10/-15      Total points100

Student Learning Outome

Student Learning Outcome- This will need to be put into a Clinical Journal

1. Incorporate theoretical and empirical knowledge from nursing, scientific, community, and humanistic disciplines to promote population centered nursing.
2. Describe one preventative action (primary, secondary, or tertiary) that might be taken to move your selected population closer to optimal wellness.

• Need a paragraph or so describing preventive action for my population that I interacted with at Wiregrass Hope Group and how those actions can help the population move closer to optimal wellness. (Discuss in Clinical Journal) NSG 4411 Clinical Journal Log Assignment
• Need a paragraph or so discussing the Windshield Survey. On Coursepoint assignment there is a list of things you would be looking for in the community . Example: The community I chose to observe is in Dothan Alabama. The bible belt of Alabama. List racial make-up. The average age of my population.  Average income.  Travel around in cars and taxi. Has limited Transit system Monday-Friday (8-4pm). No Uber or Lyft in area. Several recreational parks with Westgate being around on same road as facility. Pre-Covid there were several events going on such as Foster Fest on 1st Friday of each month , tennis tournaments.
• All-Star softball/baseball games. Smaller business and large chain business, resturants, publix. Private school, Daycare and Public library on the same road. Lower income housing 5 miles from facilty. Homes for sale and rent. Access to healthcare such as Flowers Hospital and several Urgent Care.  What is the focus for this community? Promote healthy lifestyle through diet and exercise. How has this opened my eyes? Factors that contribute to Public Health Nursing.
• Pull Another paragraph form Community Analysis Survey that goes with this SLO. Give a summary of the sections that meet each SLO for the assignment NSG 4411 Clinical Journal Log Assignment. (Address in Clinical Journal)

2. Participate in Clinical prevention and population –focused interventions with attention to environmental, global, cultural, political and financial dimensions of population-centered health.

• What affects global health and risk factors in my community
• Disaster and Public Health Nursing: How can we work together to Prevent, Prepare, Respond, and Recover
• Community Intervention, Teaching, Evaluation (Address in my Journal)

3. Provide population health nursing care for vulnerable individuals, families, communities, and population of all ages NSG 4411 Clinical Journal Log Assignment.

• Public Health Nursing Assessment of Families and Communities:

Family assessment tools–  I learned about the importance of completing family assessments

Assessing Communities– How important is it to work together with social workers and other disciplines to meet the patient’s needs NSG 4411 Clinical Journal Log Assignment.  What can you do to make sure services are available to the public

Addressing health Disparities–

• Virtual experiences: Module 5: Family as Client: Public Health Clinic (Address in Clinical Journal)

4. Utilize evidence –based clinical decisions in providing population centered nursing care.

• Describe a hypothetical or real situation in which you, as community health nurse, would combine the roles of leader, collaborator, and investigator. (Discuss in Clinical Journal)
• Evidence – Based Methods in Public Health Nursing: Module 6.05: Biostatistics as a Community Health Tool
• Community Health Assessment and Analysis Survey: ( Address in Clinical Journal)

5. Evaluate research and evidence for the applicability of findings for the improvement of population-centered health.

• Module 6.03 – A paragraph on searching best practice evidence
• A paragraph on Evidence –Based Practices in the Community Setting (Wiregrass Hope)
• Create and submit an audio powerpoint presentation of your Community Intervention & Teaching Plan (Address in your journal)

6. Discuss environmental , global, cultural, financial, legal, and political dimensions on the development of healthcare policy.

• 05: Cultural Awareness and Assessment
• Discuss Policies are actions or agendas that can be used to implement important goals and objectives. Describe in clinical journal the five components of the rational framework for policy analysis and identify when it would be most useful for Public Health Nurses.

7. Demonstrate strategies for facilitating inter-and intra- professional communication and collaboration with other healthcare providers and key stakeholders for the promotion of optimal health in individuals, families, communities, and population.

• Video Cases: Health Literacy Case Part 1: Questions 1-4 / Case Part 2: view video.
• Vitural Experience Module 7: Case Management- Transitions of Care: Primary Care Clinic
• Spend 4 hours shadowing a member of the healthcare team: Document your experience with this team member: Spent this time with Pregnancy Coordinator- Mrs. Rosalind. (Clinical Journal)

8. Accept responsibility and accountability for personal and professional behaviors and values related to excellence in population centered nursing practice NSG 4411 Clinical Journal Log Assignment.

• Use the eight characteristics of community health nursing outlined in Chapter 1 ( page 22) of your text, give examples in your journal of how as a community health nurse you might demonstrate meeting each characteristics.
• Describe in journal specific behaviors and values that are demonstrated by you, the student, in the clinical settings.

9. Adhere to ethical and legal standards when providing population centered nursing care.

• Experience/observe specific ethical dilemmas and the process for resolution in the clinical setting. Discuss the dilemmas and resolutions without violating Hippa in your clinical Journal
• How do the ethical principles relate to the decision making of the community health nurse? Specifically address the principles of autonomy, beneficence, no maleficence, and justice. Discuss these in your clinical journal. NSG 4411 Clinical Journal Log Assignment

10. Utilize information technology to support the delivery of safe quality population centered nurse care.

• Interactive Modules: Community Module 7.01 Impact of Information Systems and technology.
• Utilize information technology for nursing assessment and electronic charting. Discuss in Clinical Journal NSG 4411 Clinical Journal Log Assignment

Decisional Matrix for Preceptorship Experience in an RN to BSN ProgramMatrix Entry Levels(select your entry level and describe your areas of experience and the different roles that you have performed in that area)Beginner:  new nurse with <2 year experienceAreas of Experience and Role:Moderate experience: nurse with 2-5 years of experienceAreas of Experience and Role:Highest experience: >5 years of experienceAreas of Experience and Role:NSG 4411 Clinical Journal Log AssignmentSelected Area of Preceptorship of Aggregate Population(select an area of Preceptorship of interest to you and an area that will provide you with the opportunity to expand your knowledge)Inpatient settingOutpatient settingcoordinator of CareCoordinator of CareManager of CareManager of CareDirect Provider of CareDirect Provider of CareIndirect Provider of CareIndirect Provider of CareOther:then:Long-term careOther Specialty Area-Location:Coordinator of CareCoordinator of CareManager of CareManager of CareDirect Provider of CareDirect Provider of CareIndirect Provider of CareIndirect Provider of CareOther:Other:NSG 4411 Clinical Journal Log AssignmentFacility:Department:Address:Preceptor Contact Number:Preceptor Name:Preceptor’s Title:Preceptor Email:Student Name:Conference Date Scheduled:Faculty Assigned:Student Contact Number:COCourse Student Learning Outcomes1. Incorporate theoretical and empirical knowledge from nursing, scientific, community, and humanistic disciplines to promote population centered nursing practice.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet outcome:  Describe one preventive action (primary, secondary, or tertiary) that might be taken to move your selected population closer to optimal wellness Discuss in your clinical journal.Real-World Experiences: Module 1: Windshield Survey- A CommunityAssessment Strategy: Complete the Clinical Activity and Post-Quiz

Community Health Assessment & Analysis Survey (Address in your

journal-Required).

2. Participate in clinical prevention and population-focused interventions with attention to environmental, global, cultural, political and financial dimensions of population-centered health.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet outcome:  Evaluative Methods and Public NursingInteractive Module 7.05: Public Health at the Global levelDisaster and Public Health Nursing:  Planning and Prevention

Interactive Module 8.03 Working Together to Prevent, Prepare, Respond,

and Recover

Community Intervention, Teaching, Evaluation (Address in your Journal-

        Required).

3. Provide population health nursing care for vulnerable individuals, families, communities, and populations of all ages.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet the outcome:             Public Health Nursing Assessment of Families and Communities: Interactive Module 3.01:  Family Assessment Tools

Interactive Module 3.02: Assessing Communities

Interactive Module 3.06: Addressing Health Disparities

Virtual Experiences: Module 5: Family as Client: Public Health Clinic

Community Health Assessment & Analysis Survey (Address in your

journal-Required).

 

4. Utilize evidence-based clinical decisions in providing population centered nursing care.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet the outcome: Describe a hypothetical or real situation in which you, as a community health nurse, would combine the roles of leader, collaborator, and investigator.  Discuss in your clinical journal.Evidence-Based Methods in Public Health NursingInteractive Module 6.05:  Biostatistics as a Community Health Tool

Community Health Assessment & Analysis Survey (Address in your Journal- Required).

practice to professional nursing5. Evaluate research and evidence for the applicability of findings for the improvement of population-centered health.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet the outcome: Evidence-Based Methods in Public Health NursingInteractive Module 6.03: Searching Best Practice EvidenceEvidence-Based Methods in Public Health Nursing

Interactive Module 6.04:  Evidence-Based Practices in the Community

Setting

Create and submit an audio powerpoint presentation of your

Community Intervention & Teaching Plan (Address in your journal-

             Required).

6. Discuss environmental, global, cultural, financial, legal, and political dimensions on the development of healthcare policy.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet the outcome: Public Health Nursing Assessment of Families and Communities:               Interactive Module 3.05: Cultural Awareness and Assessment 

         

 

 

             Policies are actions or agendas that can be used to implement important

goals and objectives.  Describe in your clinical journal the five components

of the rational framework for policy analysis and identify when it would be

most useful for Public Health Nurses.

 

 

 

  

7. Demonstrate strategies for facilitating inter- and intra-professional communication and collaboration with other healthcare providers and key stakeholders for the promotion of optimal health in individuals, families, communities, and populations.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet the outcome: Video Cases:Community Case: Health Literacy Case Part 1: questions 1-4Case Part 2: view video

Virtual Experiences Module 7: Case Management-Transitions of

Care: Primary Care Clinic

Spend 4 hours shadowing a member of the healthcare team other than a nurse who worked with the population to which you are assigned. Observe the team member’s interaction with other members of the healthcare team and how his/her role is crucial to the provision of care. Journal about your experience and include the name, credentials, title and job description of the person you shadowed. (Address in your journal-Required)

 

 

8. Accept responsibility and accountability for personal and professional behaviors and values related to excellence in population centered nursing practice.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet the outcomeUsing the eight characteristics of community health nursing outlined in Chapter 1 (page 22) of your text, give examples in your journal of how as a community health nurse you mightdemonstrate meeting each characteristic.NSG 4411 Clinical Journal Log AssignmentDescribe in your journal specific behaviors and values that are demonstrated by you, the student, in the clinical settings.9.  Adhere to ethical and legal standards when providing population centered nursing care. Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet the outcomeExperience/observe specific ethical dilemmas and the process for resolution in the clinical setting. Discuss the dilemmas and resolutions without violating HIPAA in your clinical journal.How do the ethical principles relate to the decision making of thecommunity health nurse? Specifically address the principles of autonomy,

beneficence, nonmaleficence, and justice. Discuss these in your clinical

          journal.

10. Utilize information technology to support the delivery of safe quality population centered nursing care.Student’s self-assessment of previous clinical experience of achievement of outcome (list examples):Selected Assignments to meet the outcomeInteractive Modules: Community Module 7.01: Impact of InformationSystems & TechnologyUtilize information technology for nursing assessment and electronic charting.  Discuss in your clinical journal.

NSG 4411 Clinical Journal Log Guidelines

This Clinical Journal provides an opportunity to reflect and share the lived experience of the NSG 4411 Population Health Nursing practicum.  Following each clinical experience of gathering assessment data or interviewing or teaching an aggregate group, you should describe how your clinical experience stimulated your thinking in your journal.  The final journal submission should summarize your areas of strengths and weaknesses, your perceptions of what you have experienced, and how you have grown into the BSN role.  Be sure to attach your Clinical Log.  The Log includes the dates, times of the experience, and preceptor’s signature.  

INSTRUCTIONS:

Download this form as a Word document and click “enable editing”, then “save as” in order to edit it with your information. DO NOT delete this page. Simply start on the next page.

Fill in your information directly onto the form. DO NOT CHANGE ANY PART OF THIS FORM INCLUDING THESE INSTRUCTIONS. DO NOT CHANGE THE FIRST PAGE TO A TITLE PAGE.

Type information directly onto this form in black, NON-BOLDED, non-underlined type.

Failure to follow any instructions will result in an automatic 5-point penalty and there may additional penalties deducted as well for failure to follow any of these instructions.

Type the summary of your daily journal experiences for each clinical day. Write in COMPLETE sentences. DO NOT write like a nurse’s note or texting.

Your journal must include APA references to support information.  A minimum of three (3) peer-reviewed journal articles dated within the last 5 years must be included in your journal, cited correctly throughout the journal to support the information and put on a separate reference page in APA format. Citations and references MUST be in correct APA format.

Under the course outcomes (SLOs) type each of the activities you selected on your DMPE and thoroughly describe the activities done to accomplish the SLO in complete sentences with citations from the references.  All course outcomes must be addressed in your clinical journal.

Make sure you address your Community Assessment Analysis Survey and your Community Intervention/Teaching Plan in your final journal under the appropriate SLO activities. Give a synopsis of each paper that is applicable to the SLO.

Your journal will be graded on the completeness of information (i.e. areas 1-9), grammar, spelling, & punctuation and APA. There will be 0.25 deduction for each grammar, spelling, grammar, & punctuation error (up to 10 points) and 0.25 deduction for each APA error up to 10 points).

This journal, the signed clinical log (with dates, start & end times), and the preceptor evaluation will be due as given on the course calendar by 11:59 PM (CT).  The clinical log must match the clinical schedule you submitted. Attach your Clinical log with signatures on a page at the end of the Clinical Journal.

See page 3 for the start of the Clinical Journal.

Only submit SLOs 1(a), 3 (c), 4 (d), 6 (f), and 8 (h) by Thurs., Oct. 15th @ 11:59 PM (CT).

NSG 4411 Population Health Practicum

Clinical Journal

SLOs 1(a), 3 (c), 4 (d), 6 (f), and 8 9h)

Student’s Name:

3. Identify how each of the learning outcomes were obtained and met (Try to vary learning experiences each day addressing the assignments in the DMPE). Type out each required and selected activity chosen for each SLO from your DMPE and fully describe how each activity was accomplished & met the SLO. (worth 60 points- 6 points each outcome)

1. Incorporate theoretical and empirical knowledge from nursing, scientific, and humanistic disciplines to promote population health nursing practice.

The vulnerable population in the community assessment includes pregnant women who are teenagers and older women. Various risks facing pregnant women were assessed including obesity, hypertension, eclampsia and cardiovascular diseases.

1. Participate in clinical prevention and population-focused interventions with attention to environmental, global, cultural, political and financial dimensions of population health.

The primary care services involve providing health education and counseling to expectant women. Health promotion activities comprised chiefly disseminating information pertaining to child care. Vaccination services were also availed to the community to help in diminishing the incidences and prevalence of infections. The health education involved fertility topics that are vital in young mothers’ care. The primary intervention sought to manage conditions including cardiovascular diseases and obesity. This goal was attained via education and providing physical exercise activities to the community.

1. Provide population health nursing care for vulnerable individuals, families, communities, and populations of all ages.

The secondary care interventions comprised pregnancy tests and ultra-sounds. These steps were crucial to enhance maternal and baby health. The institution employed mentoring activities in management of the mothers. The mentoring activities gave mothers vital information that was essential in the promotion of their well-being. Thereafter, the institution continued providing nursing services to families in need of child health, nutrition and mental well-being. The services were significant to advance the health of the young families served by the institution. Management of diabetes in pregnant women cannot be overlooked. Its effective management helps control hypertension and other conditions which could be fatal to the mother.

Tertiary intervention involved providing counseling particularly related to pregnancy loss. This was a crucial treatment program which helped mothers to cope with loss. The institution also offered continuous support regarding grief following abortion, which enhanced their mental well-being. These services engaged the women in activities designed to help them to re-integrate into the society.

1. Utilize evidence-based clinical decisions in providing population health nursing care.

The role of an individual’s lifestyle and diet in preventing diabetes, hypertension and obesity cannot be overemphasized. Engaging in active lifestyle with reliable physical exercise has been proven to reduce the risks of developing obesity and hypertension (Marchi et al., 2015). Also, diets rich in high-density lipoprotein and with less low density lipoprotein reduce the chances of obesity and cardiovascular disorders related to dyslipidemia.

Therefore, expectant mothers were advised to eat healthily and engage in light physical exercise. They were also counseled to avoid emotional and mental stressors that may result in anxiety and precipitate hypertension.

1. Evaluate research and evidence for the applicability of findings for the improvement of population health.

Hypertension, gestational diabetes and depression are common challenges facing expectant women. These challenges are compounded by the existing stigma and inadequate social support and communication surrounding the medical conditions. Recent reliable studies reveal that majority of women suppress or totally avoid conversations concerning their body weight. Avoidance of in-depth conversations prevents health workers from acquiring information and disseminating knowledge that would be beneficial in checking the women’s body weight. Regarding stigma, majority of community members avoid engaging in body weight discussions since the topic is related to body shaming. Instead, providing social support would significantly promote positive health decisions among women.

The birth weight of infants closely relates to the mother’s obese state, which predisposes the child to further health complications. This finding explains the strong association between maternal obesity and fetal death (Marchi et al., 2015). The primary cause of obesity is insufficient knowledge among mothers. Reliable studies also reveal that the larger proportion of pregnant women engages in limited physical activity and eating less healthy diet. Also, obese mothers present with difficulty in initiating breastfeeding, further predisposing the infant to malnutrition risks and associated health complications.

1. Discuss environmental, global, cultural, financial, legal, and political dimensions on the development of healthcare policy.

Developing health policies poses intricate ethical, social, legal and political questions. The goal of any health policy comprises primarily to protect and promote the health of individuals and the community (Oneka et al., 2015). The role of government officials in developing health policies include ensuring that respect of human rights is adhered to, primarily the rights to non-discrimination, self-determination and privacy.

Financial implications for a healthcare policy include cost coverage with implementation of particular policies. For instance, vaccination of newborns against particular illnesses requires statement of details of how the vaccination policy will be achieved, in terms of who will take responsibility of the costs. In addition, provision of equitable health services to persons of all races, genders and ethnicities requires consideration of health insurers terms of engagement. The government should also take into account the accessibility of all citizens to health insurance services.

Environmental influence on health policies is significant particularly when dealing with conditions endemic to specified geographical regions. For example, within the United States and the United Kingdom, lifestyle diseases are the primary health concern. Within the developing world, infectious diseases are the main health concern. The health policy should seek to meet the primary health concern within a specified geographic location.

1. Demonstrate strategies for facilitating inter-and intra-professional communication and collaboration with other health care providers and key stakeholders for the promotion of optimal health in individuals, families, communities, and populations.

Individuals different professions engage themselves in distinct professional cliques. Whereas socializing with persons of the same discipline may promote job satisfaction, it may significantly inhibit effective inter-professional knowledge transfer. Communication among members of the same and different professions may be enhanced by establishing networks integrating the several professions (Tasseli, 2015). Then central actors such as clinical directors may facilitate transfer of knowledge between nurses and doctors.

Within the clinical setup, vertical, horizontal and diagonal communication are important. While horizontal communication happens amongst colleagues of the same professional level, vertical communication occurs from superiors to juniors or juniors to superiors. Junior doctors and nurse managers with access to networks of medical databases may find substantial information that is integral in providing optimal patient care. Also, during my community assessment, we held various meetings involving doctors, nurses and physicians to provide multiple team-player healthcare to the pregnant women and the community.

1. Accept responsibility and accountability for personal and professional behaviors and values related to excellence in population health nursing practice.

During the assessment, I signed against my name, the date and time when reporting for duty in the morning and when exiting duty in the evening. In addition, I put on my nurse nametag each time I was handling the expectant women. I ensured that the conversations with the women were lively, but also avoided veering off the main discussion points. I engaged in healthcare practice with competence and endeavored to learn each day.

1. Adhere to ethical and legal standards when providing population health nursing care.

Ethical and legal standards implicated in population health nursing care are vast. For starters, every patient I attended to had the autonomy to reject or accept the procedure. I informed the expectant women of what I was intending to do, its effects, benefits and possible risks. The women had the freedom to accept or reject the procedure. Also, they had the right to quit the assessment at any stage without negative consequences. The interventions were also aimed at doing good and no harm.

1. Utilize information technology to support the delivery of safe, quality population health nursing care.

Information technology was applied to enhance simpler and more effective delivery of nursing care to the population under assessment. Health messaging services were used to remind the expectant mothers of important processes such as taking plenty of fluids to keep hydrated, eating meals rich in vegetables and fruits and engaging in light exercise. These activities were aimed at preventing hypertension and obesity in the at-risk population. Further, the use of telemedicine allowed nurses to communicate with the pregnant women from their homes or offices, without being physically present at the nurse’s clinic. The use of video messages, images and voice notes sent over the internet made consultation and assessment flexible and non-exhausting.

References

• Dikmen, Y., Karata?, H., Arslan, G. G., & Ak, B. (2016). The level of professionalism of nurses working in a hospital in Turkey. Journal of Caring Sciences, 5(2), 95. https://dx.doi.org/10.15171%2Fjcs.2016.010
• Marchi, J., Berg, M., Dencker, A., Olander, E. K., & Begley, C. (2015). Risks associated with obesity in pregnancy, for the mother and baby: a systematic review of reviews. Obesity Reviews, Vol. 16, 621-638. https://doi.org/10.1111/obr.12288
• Oneka, G., Shahidi, F. V., Muntaner, C., Bayoumi, A. M., Mahabir, D. F., Freiler, A., O’Campo, P. & Shankardass, K. (2017). A glossary of terms for understanding political aspects in the implementation of Health in All Policies (HiAP). Journal of Epidemiol Community Health, 71(8), 835-838. http://dx.doi.org/10.1136/jech-2017-208979
• Tasselli, S. (2015). Social networks and inter-professional knowledge transfer: the case of healthcare professionals. Organization Studies, 36(7), 841-872. https://doi.org/10.1177%2F0170840614556917

 

NSG 5002 Week 3 Nursing Theory Sources

NSG 5002 Week 3 Nursing Theory Sources

Ideas, questions, and phenomena within the domain of nursing are the sources of ideas for theory development.

Past

Initially, nursing was almost completely dependent on other disciplines for sources of theoretical content in order to provide the underpinnings of nursing practice. This allowed other disciplines, particularly medicine, to dictate the problems of nursing instead of allowing nursing to generate its own questions.

In the early days of nursing education, theoretical content was derived from the domain of medicine, as the medical paradigm was far more powerful and better developed. Thus, medicine controlled nursing theory and, as a result, the domain of its knowledge.

At the same time, nursing practice was also taking the first tentative steps toward becoming a source of theory. The patient, as the recipient of care, and actual nursing acts formed the focus of early theory development, and this change in focus reflects the initial efforts to differentiate nursing and medicine.

Consequently, nurses’ experience became a major source of theory because nursing care knowledge was based on personal experiences, transmitted through apprenticeship, teaching, and texts.

Present

In the recent times, nursing theory has originated from:

• Role Proliferation: Conceptualization of nursing as a set of functions became the focus of investigation, with theory evolving on how to prepare nurses for various roles.
• Basic Sciences: PhD education of nurses in sociology, psychology, anthropology, and physiology introduced ideas from other disciplines and stimulated new ways of looking at nursing phenomena.
• Nursing Process: Examination of processes in nurse-patient relationships and patient care triggered ideas and questions related to problem solving, priority setting, and decision making.
• Nursing Diagnosis: Labels were given to and a universal nomenclature was developed for problems that fall within the domain of nursing. These are actually conceptual statements about the health status of patients and, therefore, the first step in theory development.
• Concept Identification: Theory development encouraged identification of concepts central to nursing. Identification of relationships between concepts (propositions) defined a new nursing perspective.

NSG 5002 Week 3 Nursing Theory Sources Week 3 Project

Your “Personal Philosophy and Theoretical Concepts” Paper is due this week. Your paper should contain the following sections:

• Nursing Autobiography: A brief (1 page) discussion of your background in nursing. This does not include future goals.
• The Four Metaparadigms: Describe what the literature says about the basic four metaparadigms/concepts of patient, nurse, health, and environment. Do not relate the metaparadigms to the theory you have chosen.
• Briefly describe the theory you have chosen.
• Two Practice-Specific Concepts: in separate subsections discuss each of your two concepts:
  • What is the definition of the concept (outside of the theory)?
  • How does your theorist define your concept?
  • How does this concept apply to your clinical setting? Give an example of how nurses in your area provide care that correlates with the theorist’s definition of the concept.

You MUST use the attached template here to complete your paper.

The paper is to be thoroughly researched and well documented, with relevant material from the nursing theorists presented incorporated into the paper. Use the current edition of the APA Manual throughout the paper. Sources should focus on references from nursing theory but may also include conceptual and theoretical material from other professional domains.

The paper, excluding references or appendices, is to be limited to 3-5 pages. Writing should be succinct and well organized, as it is impossible for the facilitator to evaluate form and content separately.

NSG 5002 Week 3 Nursing Theory Sources Submission Details:

• Save your document as W3_Project_NSG5002_Lastname_Firstname.
• Submit your document to the Submissions Area by the due date assigned.

Nursing Philosophies

The identification of nursing theory sources that are compatible with nursing work and accommodate the nursing perspective paved the way for the emergence of nursing philosophies. Nursing philosophy consists of assumptions and beliefs that guide the framework of nursing practice. This philosophy encompasses societal and individual human experiences (Salsberry, 1994)1, and addresses two central areas of commonality: the nature of human beings and the focus of nursing.

Inherent fundamental assumptions provide the foundation of nursing philosophy. These philosophies help nurses to identify the focus of nursing as something quite different from that of the biomedical sciences.

Nursing philosophies also initiate reflective practice and encourage nursing professionals—from the novice to the expert—to explore their own values regarding health, nursing, and interaction with clients.

Though there are numerous philosophies and conceptualizations which have been developed over the past few decades, in this course we’ll be focusing on only a select few which have guided nursing endeavors.

Philosophy of Virginia Henderson

NSG 5002 Week 3 Nursing Theory Sources: Week 3 Discussion

A phenomenon is the term used to describe a perception or responses to an event. Examples of phenomena in nursing include caring and responses to stress. Assumptions are the ideas that we take for granted. They explain the nature of the concepts in the theory, giving it structure.

Choose a middle-range theory or grand theory that, in your opinion, can be applied to research.

• What is the phenomenon of concern in this theory?
• What are the assumptions underpinning this theory?

NSG 5002 Week 3 Nursing Theory Sources Submission Details

• In your discussion question response, provide a substantive response that illustrates a well-reasoned and thoughtful response; is factually correct with relevant scholarly citations, references, and examples; and demonstrates a clear connection to the readings.
• Post your response to the Discussion area by the assigned due date.
• Be sure to correct any spelling, grammar, or punctuation errors before you post.
• By the end of day four (4), respond to at least 2 of your peers’ submissions. In your participation responses to your peers, comments must demonstrate thorough analysis of postings and extend meaningful discussion by building on previous postings.
  Note: Review South University’s Substantive Participation Policy Criteria, Helpful Tips, and Late Policy available by clicking on the South University Policy and Guidelines navigation tab here. The late policy applies to late discussion question responses.

Feedback36 / 4090 %Good work with nicely cited posts – just missing information in several references – most of your web references are not in the correct format.  Also, Henderson is a grand theorist, which you had not noted. Otherwise nice work!

NSG 5002 Week 3 Nursing Theory Sources Rubric

Response

No Submission

• 0 points

Emerging (F-D: 1-13)

• 13 points

Satisfactory (C: 14-16)

• 16 points

Proficient (B: 17-18)

• 18 points

Exemplary (A: 19-20)

• 20 points

Criterion Score

Quality of Initial Posting

• No initial posting exists to evaluate.

• The information provided is inaccurate, not focused on the assignment’s topic, and/or does not answer the question(s) fully. Response demonstrates incomplete understanding of the topic and/or inadequate preparation.

• The information provided is accurate, giving a basic understanding of the topic(s) covered. A basic understanding is when you are able to describe the terms and concepts covered. Despite this basic understanding, initial posting may not include complete development of all aspects of the assignment.

• The information provided is accurate, displaying a good understanding of the topic(s) covered. A good understanding is when you are able to explain the terms and topics covered. Initial posting demonstrates sincere reflection and addresses most aspects of the assignment, although all concepts may not be fully developed.
• The information provided is accurate, providing an in-depth, well thought-out understanding of the topic(s) covered. An in-depth understanding provides an analysis of the information, synthesizing what is learned from the course/assigned readings.

18 / 20

Criterion Feedback

You have done a very good job with your initial post. You have addressed the main components of the assignment, but you may want to take some time to reinforce your understanding on some of the topics for the week and be sure to answer every question asked as part of the assignment going forward.

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.

Participation

No Submission

• 0 points

Emerging (F-D: 1-6)

• 6 points

Satisfactory (C: 7-8)

• 8 points

Proficient (B: 9)

• 9 points

Exemplary (A: 10)

• 10 points

Criterion Score

Participation in Discussion

• No responses to other classmates were posted in this discussion forum.

• May include one or more of the following:
  *Comments to only one other student’s post.
  *Comments are not substantive, such as just one line or saying, “Good job” or “I agree.
  *Comments are off topic.

• Comments to two or more classmates’ initial posts but only on one day of the week. Comments are substantive, meaning they reflect and expand on what the other student wrote.

• Comments to two or more classmates’ initial posts on more than one day. Comments are substantive, meaning they reflect and expand on what the other student wrote.

• Comments to two or more classmates’ initial posts and to the instructor’s comment (if applicable) on two or more days. Responses demonstrate an analysis of peers’ comments, building on previous posts. Comments extend and deepen meaningful conversation and may include a follow-up question.

10 / 10

Criterion Feedback

You have done an outstanding job in your discussion this week with your classmates. You have a great level of substance and you have contributed to the dialog in a very meaningful way. This is what a discussion should look like!

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Writing

No Submission

• 0 points

Emerging (F-D: 1-6)

• 6 points

Satisfactory (C: 7-8)

• 8 points

Proficient (B: 9)

• 9 points

Exemplary (A: 10)

• 10 points

Criterion Score

Writing Mechanics (Spelling, Grammar, Citation Style) and Information Literacy

• No postings for which to evaluate language and grammar exist.

• Numerous issues in any of the following: grammar, mechanics, spelling, use of slang, and incomplete or missing citations and references. If required for the assignment, did not use course, text, and/or outside readings (where relevant) to support work.

• Some spelling, grammatical, and/or structural errors are present. Some errors in formatting citations and references are present. If required for the assignment, utilizes sources to support work for initial post but not comments to other students. Sources include course/text readings but outside sources (when relevant) include non-academic/authoritative, such as Wikis and .com resources.
• Minor errors in grammar, mechanics, or spelling in the initial posting are present. Minor errors in formatting citations and references may exist. If required for the assignment, utilizes sources to support work for both the initial post and some of the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov Web sites, professional organization Web sites, cases, statutes, or administrative rules).

• Minor to no errors exist in grammar, mechanics, or spelling in both the initial post and comments to others. Formatting of citations and references is correct. If required for the assignment, utilizes sources to support work for both the initial post and the comments to other students. Sources include course and text readings as well as outside sources (when relevant) that are academic and authoritative (e.g., journal articles, other text books, .gov Web sites, professional organization Web sites, cases, statutes, or administrative rules).

8 / 10Criterion Feedback

Overall, you have done a good job with your communication and citation for this assignment, but you need to be cautious of citation formatting errors and be sure to use credible academic sources in all of your assignment submissions. If you need any help on citations or formatting, you can learn more here: Citations 101

Rubric Total Score 

Total 36 / 40

Overall Score

Overall Score

No Submission 0 points minimum

• There was no submission for this assignment.

Emerging (F to D Range)1 point minimum

• Satisfactory progress has not been met on the competencies for this assignment.

Satisfactory (C Range)28 points minimum

• Satisfactory progress has been achieved on the competencies for this assignment.

Proficient (B Range)32 points minimum

• Proficiency has been achieved on the competencies for this assignment.

Exemplary (A Range)36 points minimum

The competencies for this assignment have been mastered.

NSG 5002 Week 3 Nursing Theory Sources (Example Discussion Approach)

Kristen Swanson’s Theory

Kristen Swanson’s middle-range theory, The Theory of Healing and Caring (1991), was created for women who miscarried, the neonatal intensive care unit caregivers who are the parents and healthcare professionals, and for any at-risk mothers. Swanson (1991, p.162) defined caring as, “a nurturing way of relating to a valued other toward whom one feels a personal sense of commitment and responsibility”.

She felt that by adopting her five concepts into the care that is provided, the professional could focus on the patient not so much on the tasks. The five concepts are known as maintaining belief, knowing, being with, doing for, and enabling. Butts and Rich (2017, p.552) states, “ Swanson believed when a provider takes the time to know, be with, do, enable, and maintain belief in the other, the recipient feels a sense of wholeness”.

Theory Philosophy

Kristen Swanson quickly had an interest in caring at the very beginning of nursing school at a clinical site when she witnessed the nursing professional and primary care. Swanson credits other theorists who helped influence her beliefs and theory such as Dr. Jacqueline Fawcett and Dr. Jean Watson.

Fawcett inspired her through understanding the relationship of caring for others and their well-being. Watson and Swanson’s parallel work was based on research and crediting each others work, all while seeing the individuality in each one. Furthermore, Dr. Kathryn M. Bernard encouraged Swanson to test her caring theory in randomized trials. (Peterson and Bredow, 2017, p.139)

Phenomenon of Concern

The main concern of Swanson’s theory is actually defining what caring is. If you were to speak to each nurse in this profession, majority will say that they became a nurse because they care. However, that could mean something different to each nurse and can be displayed in various ways. Peterson and Bredow (2017, p.136) state, “Over the past few decades, philosophical debates, research, and theory development have ensued to define the concept of caring, articulate caring behaviors, and identify outcomes of caring for patients, families, nurses, organizations, and society”.

Each person can show how he or she care in different ways and the outcome can vary depending on how the person receives it. Furthermore, Peterson and Bredow (2017, p.136) state, “Also of deep concern is detecting and eliminating barriers to caring in clinical practice”. Many times, us nurses forget about the main reason we can into this profession and its not due to carelessness but to the overwhelming and increasing amounts of tasks we are required to do mostly from management.

Redundant and unnecessary paperwork takes away from the bedside where we need to show our caring capabilities to overall improve patient care.

Underpinning Assumptions

One assumption Swanson identifies is that caring is not solely limited to nursing, yet it is a component from the nurse and patient relationship. This can occur in any nurse-patient relationships that possess the five concepts. Another assumption is that caring does not come from the amount of nurses’ experience but from attitude, understanding the experience, having verbal and nonverbal conversations with the patient, enabling, and the outcome of the patient.

Peterson and Bredow (2017, p.140) identifies another assumption as, “caring processes coexist and overlap and cannot be delivered in a linear way or in separation from one another”.  The last assumption is that if Swanson identified the definition of caring is a more clear way, than her theory could be applied to any relationship.

Conclusion

In summary, The Theory of Healing and Caring by Kristen Swanson was focused on three phenomenons: the grieving mother, the NICU caregiver, and the at risk mother. Caring is not only for nursing but can be applied to any relationship. By utilizing the five concepts, the nurse can focus on the patient through caring rather than the tasks. Swanson was inspired by many theorists but understood the individuality between hers and Dr. Watsons’ theory.

Caring can be understood and shown in different ways. Jarvis (2019, p.266) states, “Defined as such, caring is an abstract concept that must be clarified in terms of concrete concepts”. Caring does not come from the nurses experience but by the attitude and outcome toward the patient. When defined clearly, caring can be applied to any working relationship.

NSG 5002 Week 3 Nursing Theory Sources References

• Butts, J. B., & Rich, K. L. (2017). Philosophies and theories for advanced nursing practice (3rd ed.). Jones & Bartlett Learning.
• Jarvis, K. (2019). Swanson’s Theory of Caring: An Application to the Role of Nursing Education. International Journal for Human Caring, 23(3), 266–271. https://doi-org.su.idm.oclc.org/10.20467/1091-5710.23.3.266
• Peterson, S. J., & Bredow, T. S. (2017). Middle range theories: Application to nursing research (4th ed.). Lippincott Williams & Wilkins.
• Swanson, K. M. (1991). Empirical development of a middle range theory of caring. Nursing Research, 40, 161–166.

NSG 6620 Week 8 Discussions 1 and 2 Latest SU

NSG 6620 Week 8 Discussions 1 and 2 Latest SU

Discussion Question 1: Key Attributes for Successful Communication

One of the significant challenges in nursing and healthcare is learning to communicate effectively and safely with other nurses, staff, interprofessional healthcare teams, patients, and patient’s families. Nurses and other healthcare workers are often stressed and overworked as they deal with significant work-hours complexities.

Nurses and nurse leaders need to have difficult conversations with staff and patients. For example, part of being an accountable nurse or leader is being a good communicator and having critical discussions, even when the conversations involve giving bad news or feedback for improvement.

Communication is a powerful skill and competency integral to every nurse leader’s role. Communication is not enough; the challenge in a twenty-first-century healthcare organization is communicating effectively in written words, through body language, and by being mentally and emotionally present during every conversation.

Using the readings for the week, the South University Online Library, and the Internet, respond to the following:

• Describe the key attributes of successful communication and relationship management strategies.
• Describe the nurse leader’s role in improving communication to enhance nursing professionalism.
• Identify two challenges you face when communicating during a conflict.
• Discuss communication strategies you would use as a nurse leader to terminate an employee who has violated the organizational policy.
• Describe how being emotional during conflict can be ineffective and compromise successful communication.
• Comment on the postings of at least two peers.

Evaluation Criteria:

• Describe the critical attributes of successful communication and relationship management strategies.
• Describe the nurse leader’s role in improving communication to enhance nursing professionalism.
• Identify two challenges you face when communicating during a conflict. NSG 6620 Week 8 Discussions 1 and 2 Latest SU
• You discussed communication strategies you would use as a nurse leader to terminate an employee who has violated the organizational policy.
• Describe how being emotional during conflict can be ineffective and compromise successful communication.
• Justify your answers with appropriate research and reasoning.
• I commented on the postings of at least two peers.

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NSG 6620 Week 8 Discussion Question 2: Decision Making

Decision-making is a skill, and a competency nurse leaders must use in every act, word, and deed. A decision involves choosing between alternatives, and it is selecting the best plan of action given the information at hand when the decision is made. NSG 6620 Week 8 Discussions 1 and 2 Latest SU

Nurse leaders must be decisive as a decision leads to a definitive action plan. Some decisions must be taken immediately, while others may allow more time. An important concept to remember concerning decision-making is that not making a decision or taking any action is also a decision.

Considering this, nurse leaders must be attentive to every detail. For example, suppose there is no decision to honor the organizational policy regarding an employee’s unacceptable behavior or action. In that case, the inappropriate behavior or activity is then condoned or perceived as acceptable and may occur again. Nurse leaders’ decisions drive actions!

Using the readings for the week, the South University Online Library, and the Internet, respond to the following:

Describe the importance of making data-driven decisions.

Explain a decision your current or former nurse leader made and how this decision impacted the healthcare organization.

As a nurse leader, you have received information about an executive administrative decision from the board of trustees that you believe is likely to be unpopular. Formulate a plan to share this decision with the nursing staff. NSG 6620 Week 8 Discussions 1 and 2 Latest SU

Comment on the postings of at least two peers.

NSG 811 Population Health and Epidemiology Week 6-7

Module 4: Epidemiology Methods and Measurements: Part II  (Cupp Curley Ch 4);

Applying Evidence at the Population Level  (Cupp Curley Ch 5)

Using Informatics Technology to Improve Population Outcomes (Cupp Curley Ch 6)

Epi-Assessing the Validity and Reliability of Diagnostic and Screening Tests (Gordis Ch 5)

Epidemiology-Natural History of Disease: Ways of Expressing Prognosis (Gordis Ch 6)

2 Week Module – Feb. 28 – March 6

Module Objectives:

1. The student will identify and locate appropriate population-focused sources of data and resources available to HCP. (CO 1,2,3,6)
2. The student will utilize epidemiological methods to determine and apply data of populations including cultural and psychosocial aspects relevant to natural history of disease and survival over time. (CO 1,2)
3. The student will utilize, apply, and evaluate a variety of epidemiological methods with health conditions in problem-solving current health status of the population. (CO 1,2,3)
4. The student will further explore more epidemiological methods for use in evaluating the health of populations and translating this evidence into change in clinical practice. (CO 1)

The student will compute and interpret epidemiologic problems and apply to population-based health strategies and/or outcomes.                                      CO: Course Objectives

Required Readings:

• Cupp Curley and Vitale, Ch 4, 5, 6
• Gordis Ch 5 & 6
• Review Gordis Ch 1-3 for Epi Quiz 1. Wednesday, Feb 24 and open from 11:00 AM CST- closes at 11:45 pm CST

Materials-Review:

• Powerpoint Lecture
• Search EBP articles for application of population and topic
• Link to Websites and Full Text Databases of Interest on USM Library Site
• National Clearinghouse/Clinical Practice Guidelines and other Resources Cupp Curley pgs.151-153
• Online Discussion Forum posting and response to another student

From Cupp Curley:

• Review and Consider: Read and Review Concepts of Ch 4-5-6

Epidemiology Methods and Measurements in Population-based Nursing-Part II

Discussion 2

To Discussions-USE Headings with your post.

(A) Post your population of interest while in this course (this may have changed-list).

(B) Explore the literature and evidence. List at least two (2) possible interventions from the literature (article) for your population of interest. This search can be USM Library, GoogleScholar, CDC, data base, state or federal sponsored agencies (HRSA, SAMSHA, other), and/or the informational resources  in Ch 6. Cite source(s).

(C) Report how will you evaluate these interventions-what measures could you report? (Epi Methods).

(D) Propose 2 PICO(T) questions p 110-114) for a population-focused study. Use format of PICOT and address each (Population, Intervention, Comparison, Outcome, Time). Second PICOT should be

addressing another aspect of the care or needs of this population or for another group or participants who care or interact with this population (think of this as an alternate).

Examples: Population: A. Children ages X-X or B. Parents or caregivers of the children or C. Nurses who care for Children ages X to X

Examples: Intervention: A. Tolerance to new exercise program post-surgery for X or B.  Knowledge gap in home care for the child with X or Nurses knowledge/or need for current education of X with children.

Now put the PICOT together in this order in a sentence. Let’s collaborate for clarity with PICOT.

(E) What type of data would you need to collect (remember your outcomes)? Locate and post 1 source of this data (See Ch 6)

Note: you should begin to look for peer-reviewed journal articles on your topic and possible interventions for the populations (not blogs or editorials). Collect them in an online folder.

(F) With one of the PICOT questions listed above, discuss how you can control selection bias (p 89-90)

(G) Offer an explanation to non-nursing person about these terms: validity and reliability in your field.

(H) Include your citations.

Submit all in 1 Discussion Post with A-H Headings used and responses to each.

Posting of Discussions of posted questions on Canvas and responses to at least 2 other students. Primary post should be done by Thursday of 2nd week of module. First response to 2 other students due by Thursday night (prefer Tuesday 2nd week) module due date.  Cite Source(s).   (Discussion/Response)

Submission from Gordis in Assignments: 

• Gordis Problems CH 5 & 6 as listed below. See instructions.

From Gordis: Review Appendix 1 to Ch 5-p 119-120—For Later

• Gordis Problems: Ch 5 Problems 1-8.

1. Provide the correct answer for these problems 1-8
2. Show your math on Problems #: 1-3, 6-7
3. Provide an explanation or rationale for each of your answers
4. Provide the page number of concepts reference in text

• Gordis Problems: Ch 6 Complete Problem 1 and Review Problems 2-5 for content.

1. Provide the correct answer for Problem #1
2. Show your math on Problem #: 1
3. Provide an explanation or rationale for each of your answers
4. Provide the page number of concepts reference in text

• Gordis Ch 6 – Natural History of Disease or Survival Data

1. Locate and appropriate article or report within the last 6 years related to natural history of disease, survival data, or or data noted in Gordis Ch 6.
2. Report: Focus, Population, Outcomes, what you have learned related to the texts concepts.
3. Consider bookmarking this course for later use.
4. Post with your Gordis Chapter problems to Canvas Assignments.

Submit all in 1 Assignment Post-Gordis Ch 5, Gordis Ch 6, Response to article or report Ch 6

Make Plans for your Epidemiology Quiz 1-Wed., Feb 24 openings at 11:00 am CST and closes at 11:45 pm CST

Cupp Curley Discussion Rubric:  (Post to Discussions followed by at least 2 Responses)

Cupp Curley Chapters 4, 5, 6-Use Headings

Post assignment to Discussion Board followed by 2 responses

CompletedNot Done(A) Post your population of interest5 points0(B) From Literature & Evidence. List at least two (2) possible interventions15 points0(C) Report how will you evaluate these interventions-what measures could you report?10 points0(D) Propose 2 PICO(T) questions for a population-focused study. Use format of PICOT20 points

10 points x 2

0(E) What type of data would you need to collect (remember your outcomes)? Locate and post 1 source of this data10 points0(F) With one of the PICOT questions listed above, discuss how you can control selection bias 10 points0(G) Offer an explanation to non-nursing person about these terms: validity and reliability in your field.10 points0(H) Respond to at least 2 other class members with meaningful post by due date10 points

(5 pts x 2-each)

0(I) Include APA Citations and Use of Heading for parts of questions.10 points

(5 pts x 2-each)

0On time submission-late assignment receive -5 points per day late x 2 days and then no further points received.0 points

On time

-5 points per day 100 pointstbd

Gordis Rubric:    (Submit to Assignments)

CH 5 Problems 1-8 and Ch 6 Problem 1Complete Ch 5-All 1-8 problems correctly-showing your work16 points

(2 pts x 8)

Not Done =  0In the 1-8 problems in chapter 5—

-offer rationale why each choice is correct or incorrect.

16 points

(2 pts x 8)

0In the 8 problems in chapter 5—

-included page number in text connected with content.

8 points

(1 pts x 8)

0Complete Ch 6-Only Problem 1 correctly-showing your work5 points0In the 1 problem in chapter 6—

-included page number in text connected with content.

1 point0Gordis Ch 6 Rubric:    (Submit to Assignments)

Natural History of Disease or Survival Data

Locate and appropriate article related to natural history of disease or survival data.10 pointsNot Done =  0Report: Focus8 points0Report: Population8 points0Report: Outcomes8 points0Report: What you have learned10 points0Include APA Citations and Use of Heading for parts of questions.10 points

(5 pts x 2-each)

0On time submission-late assignment receive -5 points per day late x 2 days and then no further points received.0 points0Submit to Assignments.100 pointstbd