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Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment

NURS 6630 Week 3 Assignment: Geriatric Depression Therapy

Introduction

Depression in the elderly altogether influences patients, families, and groups. Familiarity with inclining and hastening variables can help recognize patients needing screening with instruments, for example, the Geriatric Depression Scale (American Psychiatric Association, 2013). After analysis, consistent development and dynamic drug administration are essential to augment treatment and reduction. Determination of a stimulant solution ought to be founded on the best reaction profile and the most reduced danger of medication collaboration. On the off chance that abatement is not accomplished, then extra medicines, including different medications and psychotherapy, might be considered (Flint & Rifat, 2013). In instances of serious, insane, or recalcitrant depression in the elderly, electroconvulsive treatment is prescribed. This paper considers a case of a 31-year-old Hispanic man with severe depression and the treatment options available. The treatment decisions made are evaluated and the outcomes compared to facilitate greater understanding of geriatric depression therapy. Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment.

Decision Point One

Selected Decision

Begin Zoloft 25 mg orally daily

Reason for Selection

Zoloft is one of the most effective drugs for treatment of severe depression in adults. The patient had a score of 51 when the PMHNP administered MADRS, this is an indication of severe depression. Considering the available antidepressants in this case, phenelzine is recommended for use in areas where other drugs have failed (Stahl, 2014b). Effexor XL on the other hand can be used but has many potential side effects considering the patients history and lifestyle. Thus, Zoloft emerges as the best option. Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment.

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Expected Results

The action of Zoloft should be evident within the first two weeks as this is the pharmaceutical expectation from the experiments completed with the drug. By the time the patient comes for checkup after two weeks, he should report ability to sleep at night. The level of concentration should also undergo a boost on administering this drug (Liu, Anderson, Mittmann, Axcell & Shear, 2015). It is also expected that the patient will be motivated to the normal activities and even relate well with people. The patient’s feeling of being an outsider due to the past treatment should start waning off.

Differences between Expected Results and Actual Results

When the patient revisited after four weeks and reported a decrease of 25% in the symptoms. This is in the direction of the expectations. However, another outcome was not anticipated, the patient was experiencing erectile dysfunction (Gaboda, Lucas, Siegel, Kalay & Crystal, 2014). This is a side effect of the drug that was not expected when the treatment plan was made. Zoloft has a number of potential side effects and erectile dysfunction is one of them though not very common. The rest of the outcomes reflected the expected trend even though the rate was a bit lower than anticipated. Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment.

NURS 6630 Week 3 Assignment Decision Point Two

Selected Decision

Add augmenting agent such as Wellbutrin IR 150 mg in morning

Reason for Selection

The client was experiencing a decrease in the depression symptoms because of administering Zoloft but the same drug had led to erectile dysfunction. It is a good idea to maintain Zoloft for reducing depression and combine it with another antidepressant with abilities to abate erectile dysfunction. Wellbutrin is such an antidepressant that can be used to help the patient’s erection function normally while on depression therapy (Flint & Rifat, 2013). Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment. In this case, the focus is not to treat the side effect of Zoloft as this is not advisable, but it is to introduce an antidepressant and slowly withdraw Zoloft and thereby correcting erectile dysfunction.

Expected Results

When Wellbutrin is introduced as augmenting agent, the patient should experience much reduced symptoms. This is because both Zoloft and Wellbutrin will be working to reduce depression and thus the combined effect should be bigger (Flint & Rifat, 2013). In addition, the patient should start having normal erection as a result of the working of Wellbutrin. This should even make the patient better and more motivated.

Differences between Expected Results and Actual Results – Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment

The patient visited again after four weeks and he stated that the depressive symptoms had even reduced further. He also informed that the erection dysfunction had been abated. These two outcomes were expected as the therapy was being administered. Nevertheless, different other outcomes from the ones anticipated arose (Gaboda, Lucas, Siegel, Kalay & Crystal, 2014). The patient was feeling jittery and nervous. Either of the two drugs could influence this; Zoloft and Wellbutrin as both are known to cause feelings of anxiety in some cases. Sometimes the feeling of jittery is caused by the kind of dosage of the two drugs. Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment.

Decision Point Three

Selected Decision

Change Wellbutrin to XL 150 mg orally in AM

Reason for Selection

The patient is experiencing jitteriness as the only problem with the current therapy. The effect of medication is as intended and so it is not proper to change just because of the side effect. Jitteriness may be caused by the immediate release of Wellbutrin. Trying to change the administration of Wellbutrin may be the solution to jitteriness. Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment. Administering Wellbutrin in its extended release form can help to reduce depression and remove jitteriness. It is not proper to introduce a new drug to treat the side effects of another before trying to modify the dosage of the original drug.

Expected Results

Administration Wellbutrin in its extended release form is anticipated to treat jitteriness if in fact the problem is the immediate release of Wellbutrin. It is also expected that the patient will continue experiencing an improved rate of depression reduction (Liu, Anderson, Mittmann, Axcell & Shear, 2015). The ceasing of jitteriness should allow the patient to have confidence in the therapy and are motivated to continue using the medication. The concentration ability of the patient should increase tremendously. The patient should also not have problems with sleeping at night.

Differences between Expected Results and Actual Results

The decision seems to be in agreement with the standard way of dealing with side effects of therapy administered to a patient (Laureate Education, 2016g). It was recommended that a drug can be modified in the way it is administered in an attempt to handle the side effects rather than introduce another drug to treat the side effect (Liu, Anderson, Mittmann, Axcell & Shear, 2015). This is because every drug has side effects and so treating one may be just as good as introducing another.

Impact of Ethical Considerations on Treatment Plan

Ant-depression therapy in adults has many complications that accompany any medication plan adopted. It involves taking risks, as there are many side effects of the drugs used in this therapy. Some drugs cause patients to have suicidal tendencies (Flint, 2012). Based on the doctor’s evaluation of the patient, some drugs may not be included in the therapy of certain patients. Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment. In this case, some drugs may not be used especially those that induce suicidal tendencies as this patient is not interacting with people and that make is risky.

Conclusion

Depression in the elderly is a noteworthy, normal, and developing issue that requires treatment. It has genuine ramifications for the patient, family, and group. Recognizable proof took after by a careful evaluation can help manage the determination of a proper upper prescription. Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment.  There are a few variables to consider when choosing, altering, and changing antidepressants in the elderly. Together, these techniques can help advance the sheltered utilization of antidepressants in the elderly (Flint & Rifat, 2013). Other than medicines, different treatments for wretchedness that may be considered incorporate different types of psychotherapy and neurostimulation, with electroconvulsive treatment as yet being the highest quality level for extreme or crazy discouragement. Geriatric Depression Therapy – NURS 6630 Decision Tree Essay Assignment.

NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers

NURS 6002 Foundations for Graduate Study: Welcome & Course Readings

Welcome & Course ReadingsWelcome to your course guide

NURS 6002 Course Readings

Other Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

NURS 6002 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please Ask a Librarian if you have any questions about the links. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

Bahrieni, F., Azodi, P. Hajivandi, A. & Jahanpour, F. (2017). The effect of education in nurse’s moral sensitivity. Journal of Pharmaceutical Sciences and Research, 9(10), 1817–1821.

Casey, D. & Egan, D. (2013). The use of professional portfolios for career enhancement. British Journal of Nursing, 15(11), 547–552.

Glasper, A. (2016). Does cheating by students undermine the integrity of the nursing profession? British Journal of Nursing, 25(16), 932–933.

Hoskins, K., Grady, C. & Ulrich, C. (2018). Ethics education in nursing: Instruction for future generations of nurses. OJIN: The Online Journal of Issues in Nursing, 23(1).

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1–13. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

Smith, L. S. (2011). Showcase your talents with a career portfolio. Nursing, 41(7), 54–56.

Thompson, T. L. (2011). Electronic portfolios for professional advancement. Clinical Nurse Specialist: The Journal for Advanced Nursing Practice, 25(4), 169–170. doi:10.1097/NUR.0b013e318222a680

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

If you have questions about your required course textbooks, please contact Student Support at support@waldenu.edu

NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers

A nurse is assessing the abdomen of a patient who is experiencing frequent bouts of diarrhea. The nurse first observes the contour of the abdomen, noting any masses, scars, or areas of distention. What action would the nurse perform next?

A. Auscultate the abdomen using an orderly clockwise approach to all abdominal quadrants

B. Percuss all quadrants of the abdomen in a systematic clockwise manner to identify masses, fluid, or air in the abdomen.

C. Lightly palpate over the abdominal quadrants; first checking for any areas of pain or discomfort.

D. Deeply palpate over the abdominal quadrants, noting muscular resistance, tenderness, organ enlargement, or masses. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

A

A nurse is administering a large-volume cleansing enema to a patient prior to surgery. Once the enema solution is introduced, the patient complains of severe cramping. What would be the appropriate nursing intervention in this situation.

A. Elevate the head of the bed 30 degrees and reposition the rectal tube

B. Place the patient in a supine position and modify the amount of solution

C. Lower the solution container and check the temperature and flow rate

D. Remove the rectal tube and notify the PCP

C

If the solution is too cold or the flow rate too fast, severe cramping may result.

A nurse working in a hospital includes abdominal assessment as part of patient assessment. In which patients would a nurse expect to find decreased or absent bowel sounds after listening for 5 minutes? Select all that apply. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

A. A patient diagnosed with peritonitis

B. A patient who is on prolonged bedrest

C. A patient who has diarrhea

D. A patient who has gastroenteritis

E. A patient who has an early bowel obstruction

F. A patient who has paralytic ileus caused by surgery

A, B, F

Decreased or absent bowel sounds, evidenced by only after listening for 5 minutes, signify the absence of bowel motility, commonly associated with peritonitis, paralytic ileus, and/or prolonged immobility. Hyperactive bowel sounds indicate increased motility, commonly caused by diarrhea, gastroenteritis, or early bowel obstruction

A nurse assesses the stool of patients who are experiencing GI problems. In which patients would diarrhea be a possible finding? Select all that apply. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

A. A patient who is taking narcotics for pain

B. A patient who is taking laxatives

C. A patient who is taking diuretics

D. A patient who is dehydrated

E. A patient who is taking amoxicillin for an infection

F. A patient taking OTC antacids

B, E, F

Diarrhea is a potential effect of treatment with amoxicillin clavulanate, laxatives, or OTC antacids. Narcotics, diuretics, and dehydration may lead to constipation.

A patient has a fecal impaction. The nurse correctly administers an oil-retention enema by:

A. Administering a large volume of solution (500-1000 mL)

B. Mixing milk and molasses in equal parts for an enema

C. Instructing the patient to retain the enema for at least 30 minutes

D. Administering the enema while the patient is sitting on the toilet

C

The usual amount of solution administered with a retention enema is 150-200 mL for enema for an adult. The milk and molasses mixture is a carminative enema that helps expel flatus. The patient should be instructed to lie on the left side of the bed as dictated by patient condition and comfort. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

A nurse prepares to assist a patient with her newly created ileostomy. Which recommended patient teaching points would the nurse stress. Select all that apply.

A. “When you inspect the stoma, it should be dark purple-blue.”

B. “The size of the stoma will stabilize within 2 weeks.”

C. “Keep the skin around the stoma site clean and moist.”

D. “The stool from an ileostomy is normally liquid.”

E. “You should eat dark green vegetables to control the odor of the stool.”

F. “You may have a tendency to develop food blockages.”

D, E, F

The nurse should encourage the intake of dark green leafy vegetables because they contain chlorophyll, which helps deodorize the feces. Patients wth ileostomies need to be aware they may experience a tendency to develop food blockages, especially when high-fiber foods are consumed. The stoma should be dark pink to red and moist. Stoma size should stabilize within 4-6 weeks, and the skin around the stoma site should be kept clean and dry.

A nurse is preparing a hospitalized patient for a colonoscopy. Which nursing action is the recommended preparation for this test?

A. Have the patient follow a clear liquid diet 24-48 hours before the test.

B. Have the patient take Dulcolax and ingest a gallon of bowel cleaner on day 1.

C. Prepare the patient for the use of general anesthesia during the test.

D. Explain that barium contrast mixture will be given to drink before the test.

A

Prep for a colonoscopy includes a clear liquid diet 24 to 48 hours before the test along with a 2-day bowel prep of a strong cathartic and Dulcolax on day 1 and enema on day 2 or a 1-day bowel prep that consists of ingestion of a gallon of bowel cleanser in a short period of time. Conscious sedation, not general anesthesia, will be given for a colonoscopy. Barium contrast mixture is given to drink before an upper GI and small-bowel series of tests.

A nurse is performing digital removal of stool on a 74-year-old female patient with a fecal impaction. During the procedure the patient tells the nurse that she is feeling dizzy and nauseated, and then she vomits. What should be the nurse’s next action? NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

A. Reassure the patient that this is a normal reaction to the procedure.

B. Stop the procedure, prepare to administer CPR, and notify the physician.

C. Stop the procedure, assess vital signs, and notify the physician.

D. Stop the procedure, wait 5 minutes, and then resume the procedure.

C

When a patient complains of dizziness or lightheadedness, nausea, and vomiting during digital stool removal, the nurse should stop the procedure, assess heart rate and blood pressure, and notify the physician. The vagal nerve may have been stimulated.

A nurse is scheduling tests for a patient who has been experiencing epigastric pain. The physician ordered the following tests: a. a barium enema, b. fecal occult blood test, and c. endoscopic studies, and D. upper GI series. What is the correct order in which the tests would normally be performed?

A. c, b, d, a

B. d, c, a, b

C. a, b, d, c

D. b, a, d, c

D

A fecal occult blood test should be done first to detect GI bleeding. Barium studies should be performed next to visualize GI structures and reveal inflammation, ulcers, tumors, strictures, and other lesions. A barium enema and routine radiography should precede an upper GI series because retained barium from an upper GI series could take several days to pass through the GI tract and cloud anatomic detail on the barium enema studies. Noninvasive procedures usually take precedence over invasive procedures, such as endoscopic studies, when sufficient diagnostic data can be obtained from them. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

A nurse is caring for a patient who has a NG tube in place for gastric decompression. Which nursing actions are appropriate when irrigating a NG tube connected to suction? Select all that apply.

NURS 6003 Foundations for Graduate Study: Welcome & Course Readings

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Welcome & Course ReadingsWelcome to your course guide

NURS 6003 Course Readings

Other Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

NURS 6003 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please Ask a Librarian if you have any questions about the links.

Boykins, A., & Gilmore, M. (2012). Ethical decision making in online graduate nursing education and implications for professional practice. Online Journal of Health Ethics, 8(1), 1–18. https://doi.org/10.18785/ojhe.0801.04

Casey, D. & Egan, D. (2013). The use of professional portfolios for career enhancement. British Journal of Nursing, 15(11), 547–552. doi:10.12968/bjcn.2010.15.11.79625

Glasper, A. (2016). Does cheating by students undermine the integrity of the nursing profession? British Journal of Nursing, 25(16), 932–933. doi:10.12968/bjon.2016.25.16.932

Kaufffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1–13.

Norris, T., Herrin-Griffith, D., Mckeon, L., & Webb, S. (2012). Using portfolios to introduce the clinical nurse leader to the job market. The Journal of Nursing Administration, 42(1), 47–51. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

Smith, L. S. (2011). Showcase your talents with a career portfolio. Nursing, 41(7), 54–56. doi:10.1097/01.NURSE.0000398641.62631.8e.

Thompson, T. L. (2011). Electronic portfolios for professional advancement. Clinical Nurse Specialist: The Journal for Advanced Nursing Practice, 25(4), 169–170.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

If you have questions about your required course textbooks, please contact Student Support at support@waldenu.edu. NURS 6002 and 6003 Foundations for Graduate Study nursing essay assignment papers.

Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999

Online Master of Science in Nursing (MSN) with a Specialization in Nurse Educator Courses

Master of Science in Nursing (Specialization in Nurse Educator)

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Offered at South University, Online Programs.

Nurse educators combine clinical expertise and a passion for teaching into rich and rewarding careers. These professionals, who work in the classroom and the practice setting, are responsible for preparing and mentoring current and future generations of nurses. Nurse educators play a pivotal role in strengthening the nursing workforce, serving as role models and providing the leadership needed to implement evidence-based practice. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999.

Nurse educators are responsible for designing, implementing, evaluating and revising academic and continuing education programs for nurses. These include formal academic programs that lead to a degree or certificate, or more informal continuing education programs designed to meet individual learning needs. Students will complete 176 practicum hours during progression through the program.

Specialization Outcomes

Graduates should be able to:

Create a variety of successful instructional methods to meet the needs of targeted learner populations.

Develop plans of study in nursing education based on appropriate curricular principles, pedagogical principles and strategies, and learning assessment strategies.

Integrate clinical expertise with appropriate strategies of instruction when engaged in educational experiences.

Master of Science in Nursing (Specialization in Nurse Educator): 54 Credits

MSN Core 20 Credits

NSG5000 Role of the Advanced Practice Nurse: Transformational Leadership in Advanced Practice, 4 Credit Hours

NSG5002 Advanced Theoretical Perspectives for Nursing, 4 Credit Hours

NSG5003 Advanced Pathophysiology, 4 Credit Hours

NSG6002 Health Policy and Health Promotion in Advanced Nursing Practice, 4 Credit Hours

NSG6101 Nursing Research Methods, 4 Credit Hours

Specialization in Nurse Educator: 34 Credits

NSG6003 Teaching and Learning Strategies in Nursing, 4 Credit Hours

NSG6005 Advanced Pharmacology, 4 Credit Hours

NSG6020 Advanced Health and Physical Assessment, 6 Credit Hours

NSG6102 Evaluation of Educational Outcomes in Nursing, 4 Credit Hours

NSG6103 Curriculum Design and Evaluation in Nursing Education, 4 Credit Hours

NSG6203 Practicum in Nursing Education I, 4 Credit Hours

NSG6204 Practicum in Nursing Education II, 4 Credit Hours

NSG6999 Graduate Project in Nursing, 4 Credit Hours

Note(s):

South University, Online Programs may not be available to residents of all states.  Please contact an admissions representative for further information. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 .

**
NOTE: Minnesota residents are not eligible to enroll in the online programs for the Doctor of Nursing Practice, Post Graduate Certificates in Nursing, the Master of Science in Nursing or the RN to Master of Science in Nursing.

Master of Science in Nursing (MSN)**

The Master of Science in Nursing degree program (MSN) is designed to develop and enhance the knowledge and skills of registered nurses. It is also designed for those nurses who want to pursue advanced positions in today’s challenging healthcare environment. The program, based on the American Association of Colleges of Nursing Master’s Essentials, blends nursing theory with advanced practice concepts that prepare students to work within a healthcare organization or educational setting.

All applicants to the MSN program must hold a current and unencumbered license in the state in which they are completing program requirements. Additionally, all applicants must successfully complete a criminal background check and a drug screening. Clinical affiliation agencies may require additional personal testing.

The program consists of five core courses and courses in an area of specialization in education, administration, informatics, and various nurse practitioner programs. Program includes practica and experiences in areas of specialization. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 .

Courses may be waived if the individual’s master’s transcript indicates that s/he has successfully completed the required course or its equivalent. Waivers and exceptions will be determined on the written request of individual students through a transcript analysis as determined by the Program Director, Chair, or College Dean.

Program Student Learning Outcomes

Graduates should be able to:

Synthesize theories and concepts from nursing and other disciplines for application in advanced nursing roles.

Analyze current scientific research for application of findings to initiate change and to improve practice.

Create comprehensive plans of action that address the health promotion and disease prevention needs of individual, family, and community populations.

Formulate a plan for ongoing contributions to improvement of healthcare delivery and development of health policy in a cost-effective manner.

Apply an ethical decision-making process in professional practice and an analysis of systems of healthcare.

Model a professional leadership role that fosters improvement of healthcare and advocates scholarly activities to advance self and profession.

Employ informatics and technology in various aspects of the advanced nursing leadership role.

Practice within ethical-legal guidelines, professional policies and regulations, and standards of practice associated with a specialty area of advanced nursing practice.

Active-Visible2018-08-06 13:29:072018-08-06 13:29:07

Clinical APEA Policy

Clinical (NP and NE) APEA Policy

This policy establishes guidelines and grading criteria for the use of the Advanced Practice Education Associates (APEA) products in the Family Nurse Practitioner (FNP) and Adult-Gerontology Primary Care Nurse Practitioner (AGPCNP) programs.  This policy provides a framework for consistent usage and application of APEA products.

APEA Testing

The APEA assessments are used as a component of formative and summative academic assessment in the MSN/PGC/FNP, AGPCNP and for NE (the 3P exam only) programs. The APEA online testing center provides documentation of completion of assigned proctored/non-proctored APEA exams. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 .

The APEA 3P exam measures competency of the core criteria for advanced health assessment, advanced pathophysiology and advanced pharmacology. This exam evaluates clinical readiness prior to entering the practicum setting. A minimum score of ≥ 67 (minimum score may change based on exam psychometrics) is the goal. This exam is administered during week eight/nine of NSG6020 Advanced Health and Physical Assessment, in NSG6021 Pre-Clinical Evaluation. Students who do not achieve the minimum score will be enrolled in NSG6022 Nurse Practitioner Enhancement, a 4 credit, 10/11-week remediation course. A new 3P exam version will be administered in week 10/11. Students who are unsuccessful after two cumulative (2) attempts will be programmatically dismissed from the MSN nurse practitioner programs. The Grading Rubric is presented in Table 1.1 below.

Table 1.1  APEA 3P Grading Rubric

APEA 3P Exam Grading Criteria

Letter Grade

Points/Percent of Grade

Score on APEA Post-predictor Exam is ≥67%

P

100 pts/100%

Score on APEA Post-predictor Exam of <67% F 0 pts/100% The APEA Pre-Predictor exam measures competency in patient management: assessment, diagnosis, planning and intervention, pharmacotherapeutics, and evaluation The Pre-Predictor Exam identifies weaknesses in knowledge areas and testing domains for remediation in preparation for the APEA Post-Predictor exam. This exam is administered for MSN AGNP students in week two of NSG6340: Practicum III: Adult Health: Primary Care and for MSN FNP students in week two of NSG6440: Practicum IV: Family Health: Primary Care. A minimum score of ≥70% is the goal. The Pre-Predictor exam is 15% of the MSN FNP NSG6440 and MSN AGNP NSG6430 course grade. The Grading Rubric is presented in Table 1.2 below. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 . Table 1.2 APEA Pre-Predictor Grading Rubric APEA Pre-Predictor Exam Grading Criteria Points/Percent of Grade Score on APEA Pre-predictor Exam is > 70%

100 pts/15%

Score on APEA Pre-predictor Exam of 65-69%

75 pts/15%

Score on APEA Pre-predictor Exam of < 65% 55 pts/15% Note: Score ranges may change based on exam psychometrics The APEA Post-Predictor exam measures competency in patient management by testing knowledge areas and testing domains that include: assessment, diagnosis, planning and intervention, pharmacotherapeutics, and evaluation. The APEA Post-Predictor exam identifies weaknesses in knowledge areas and testing domains for remediation in preparation for the certification exam The APEA Post-Predictor exam considered a national standardized exam or exit exam. This exam is administered for MSN AGNP students in week eight/nine of NSG6340: Practicum III: Adult Health: Primary Care and for MSN FNP students in week eight/nine of NSG6440: Practicum IV: Family Health: Primary Care. A minimum score of ≥70% is the goal. The Post-Predictor exam is worth 40% of the final grade in MSN FNP ( NSG6440) and AGNP ( NSG6340). The Grading Rubric is presented in Table 1.3 below. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 . Table 1.3 APEA Post-Predictor Grading Rubric APEA Post-Predictor Exam Grading Criteria Points/Percent of Grade Score on APEA Post-predictor Exam is > 70%

100 pts/40%

Score on APEA Post-predictor Exam of 65-69%

75 pts/40%

Score on APEA Post-predictor Exam of < 65% 55 pts/40% Note: Score ranges may change based on exam psychometrics Remediation Individualized remediation provides an opportunity for students to review study and acquire additional knowledge. Remediation is intended to help students recover important information that was missed when taking the assessment. Remediation is required for all APEA assessments. Students must utilize their test results to complete remediation. Content areas with a score of ≤ 66 on the 3P exam and ≤ 69% on the pre and post predictor exams require remediation (minimum score may change based on exam psychometrics). Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 . Failure to comply with the APEA testing policy may result in a course failure. Retesting is required for any student not achieving a minimum grade of ≥ 67% (minimum score may change based on exam psychometrics) on the APEA 3P exam or a minimum grade of ≥ 70% on the APEA Pre-Predictor or Post-Predictor exams (minimum scores may change based on exam psychometrics). Retesting of the APEA 3P exam will take place during the final week of NSG6021. A different test version will be utilized for retesting.Students who achieve a minimum grade of ≥ 67% on the retest of the 3P exam will receive an 80% for the APEA grade. Students who are unsuccessful after two (2) attempts on the 3P exam will be programmatically dismissed from the MSN nurse practitioner programs. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 . Comprehensive APEA Program Students have access to and are assigned the APEA resources to be used. Courses are listed in Table 3.1 and identifies APEA resources to be used in the corresponding courses. Table 3.1 Courses with Corresponding APEA Resources Course Resource NSG5003 – Advanced Pathophysiology (FNP and AGPCNP) Require Students Purchase APEA Resource: Clinical Guidelines in Primary Care. Students are required to cite clinical guidelines resources in papers and presentations throughout the program as identified in the ACOs. NSG6005 – Pharmacology (FNP and AGPCNP) APEA Resource: Begin QBank Pharmacology 6 months’ access. Students must complete 50 Pharmacology QBank questions per week in tutor mode. In week 10, students must complete a 75-question exam mode assessment with a required score of ≥ 80%. Students may repeat the exam to achieve the required 80%. Students must complete all questions. Course Percentage: 10%. Suggest Students Purchase APEA Resource: Pharm in Flash cards from APEA. NSG6001 – Advanced Nursing Practice I (FNP & AGPCNP) and practicum courses. Suggest Students Purchase APEA Resource: APEA Guide to Coding. Students are required to include ICD-10, E & M and CPT codes for all diagnoses, levels of care and procedures referenced in papers, presentations and clinical documentation (comprehensive and focused SOAP notes) throughout the program as identified in the ACOs. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 . NSG6020 – Advanced Health and Physical Assessment (FNP , AGNP & NE) APEA Resource: Begin QBank Patient Assessment Questions with 6 months’ access. Students must complete 50 Assessment Q bank questions per week in tutor mode. In week, 9 students will complete a 75 questions exam mode assessment with a required score of ≥ 80%.  Students may repeat the exam one-time only, in an attempt to receive a higher score. The highest achieved score will be calculated in the final course grade. Students must complete all questions. Course Percentage: 10%. Suggest Students Purchase APEA Resource: Dermatology DDx Deck/ Pediatric  Dermatology DDx Deck. NSG6021 Pre-Clinical Evaluation 3P Exam: Administer Week 8/9 Content areas with a score ≤66% require remediation. NSG6420 (FNP) or NSG6320 (AGNP) – Practicum I: Family or Adult Health: Adults and Gerontology APEA Resource: Continue QBank Patient Assessment. Students must complete 50 Assessment Q bank questions per week in tutor mode. In week 9, students will complete a 75-question exam mode assessment with a required score of ≥ 80%. Students may repeat the exam one-time only, in an attempt to receive a higher score. The highest achieved score will be calculcated in the final course grade. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 . Students must complete all questions. Course Percentage: 10%. APEA Resource: Begin FNP or AGNP Online Video Review Course 12 months; 2 views. Students must complete the appropriate sections for their track, sections 1 through 5 of the review course by the end week 9 or receive a zero “0” for the assignment. NSG6430 (FNP) or NSG6330 (AGNP) – Practicum II Family or Adult Health: Women’s Health APEA Resource: Begin QBank Patient Management 12 months’ access. Students must complete 50 Management Q bank questions per week in tutor mode. In week 9 students must complete a 75 question exam mode assessment with a required score of ≥ 80%.  Students may repeat the exam one-time only, in an attempt to receive a higher score. The highest achieved score will be calculated in the final course grade. Students must complete all questions. Course Percentage: 10% APEA Resource: Continue FNP or AGNP Online Video Review Course 12 months; 2 views Students must complete the appropriate sections for their track, sections 6 through 10 of the review course by the end week 9 or receive a zero “0” for the assignment. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 . NSG6435 (FNP) – Practicum III: Family Health: Pediatrics APEA Resource: Continue QBank Patient Management. Students will complete 50 Management Q bank questions per week in tutor mode. In week, 9 students will complete a 75-question exam mode assessment with a required score of ≥ 80%. Students may repeat the exam one-time only, in an attempt to receive a higher score. The highest achieved score will be calculated in the final course grade. Students must complete all questions. Course Percentage: 10%. APEA Resource: Continue FNP Online Video Review Course 12 months; 2 views. Students must complete sections 11 through 15 of the review course by the end week 9 or receive a zero “0” for the assignment. NSG6340 (AGNP) – Practicum III: Adult Health: Primary Care APEA Resource: Continue QBank Patient Management. Students will complete 50 Management Q bank questions per week in tutor mode. In week, 9 students will complete a 75-question exam mode assessment with a required score of ≥ 80%.  Students may repeat the exam one-time only, in an attempt to receive a higher score. The highest achieved score will be calculated in the final course grade. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 . Students must complete all questions. Pass/Fail APEA Resource: Continue AGNP Online Video Review Course 12 months; 2 views. Students must complete sections 11 through 16 of the review course by the end week 9. Complete all the practice questions and the evaluation. Then submit the certificate of completion from APEA or receive an incomplete for the course. Pre-Predictor Exam (AGNP): Administer Week 2 Post-Predictor Exam (AGNP): Administer Week 8/9 NSG6440 (FNP) – Practicum IV (IV: Family Health: Primary Care APEA Resource: Continue QBank Patient Management. Students must complete 50 Management Q bank questions per week in tutor mode. In week 9 students will complete a question exam mode assessment with a required score of  ≥  80%.  Students may repeat the exam one-time only, in an attempt to receive a higher score. The highest achieved score will be calculated in the final course grade. Students must complete all questions or receive an incomplete for the course. Pass/Fail APEA Resource: Continue FNP Online Video Review Course Students must complete sections 16 through 19 of the review course by the end week 10. Complete all the practice questions and the evaluation. Then submit the certificate of completion from APEA or receive an incomplete for the course. Pre-Predictor Exam (FNP): Administer Week 2 Post-Predictor Exam (FNP): Administer Week 8/9. Master of Science in Nursing – NSG5000, NSG 5002, 5003, NSG6002, 6003, 6005, NSG6101, 6102, 6103, NSG6020, NSG 6203 6204, 6999 .

NURS 3101 – Issues and Trends in Nursing

In this course, students are provided with an overview of the evolution of nursing as a profession and introduced to their new role as scholar-practitioners. They examine changes in the U.S. healthcare delivery system, the importance of information technology, and measures that promote quality, safety, and better health outcomes in patient care. Students consider major issues and trends in contemporary nursing and healthcare practice, including the influence of socioeconomic, ethical, legal, and political variables and professional values. NURS 3101 – Issues and Trends in Nursing. Through weekly discussions and assignments, students explore and share personal experiences in the context of contemporary nursing issues, such as the nursing shortage, workforce challenges, healthcare financing, professional organizations, and diversity. They are challenged to examine and propose solutions to these nursing issues in addition to those in their workplace. Students reflect on Walden’s mission of social change and its impact on their future nursing practice as a scholar-practitioner. Because this is the first nursing course within the RN/BSN program, students learn to use Walden University’s resources to enhance writing skills. Students are also introduced to the tools essential to success at Walden.

♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information. NURS 3101 – Issues and Trends in Nursing.

NURS 4006 Topics in Clinical Nursing Essay Discussions

This course highlights major acute and chronic health problems and leading causes of death across the lifespan, including etiology, pathogenesis, clinical presentation, and implications for treatment and disease management. Consideration is given to the relationship of genetics and genomics to health and illness, infection-control issues such as drug-resistant organisms, accidents/injuries, common geriatric syndromes, palliative and end-of-life care, as well as complementary and alternative therapies. Development of a framework for nursing interventions is emphasized.

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please 
contact the Library
. If you have APA questions about these materials, please 
contact the Writing Center
.

NURS 4006 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please 
Ask a Librarian
 if you have any questions about the links. NURS 4006 Topics in Clinical Nursing Essay Discussions .

 

Aldridge, M. D., Hasselaar, J., Garralda, E., van der Eerden, M., Stevenson, D., McKendrick, K., & … Meier, D. E. (2016). Education, implementation, and policy barriers to greater integration of palliative care: A literature review. Palliative Medicine, 30(3), 224-239.

Amin, A.N., Hofmann, H., Owen, M.M. Tran, H., Tucker, S & Kaplan, S.H. (2014). Reduce readmissions with service-based care management. Professional Case Management, 19(6), 255-262.

Anderson, J.G.& Taylor, A.G. (2012). Use of complementary therapies for cancer symptom management: Results of the 2007 National Health Interview survey. The Journal of Alternative and Complementary Medicine, 18(3), 235-241. 

Brown, D. S., Aydin, C. E., & Donaldson, N. (2008). Quartile dashboards: Translating large data sets into performance improvement priorities. Journal of Healthcare Quality, 30(6), 18–30

Buijck, B.I., Zuidema, S.U., Spruit-van Eijk, M., Bor, H., Gerritsen, D.L. & Koopmans, R. (2014). Determinants of geriatric patients’ quality of life after stroke rehabilitation. Aging & Mental Health, 18(8), 980-985.  

Cole, C., Wellard, S. & Mummery, J. (2014). Problematising autonomy and advocacy in nursing. Nursing Ethics, 21(5), 576-582. 

Coleman, B., Calzone, K.A., Jenkins, J., Paniagua, C., Rivera, R., Hong, O.S….Bonham, V. (2014). Multi-ethnic minority nurses’ knowledge and practice of genetics and genomics. Journal of Nursing Scholarship, 46(4), 235-244

Dabney, B.W. & Tzeng, H.M. (2013). Service quality and patient-centered care. MedSurg Nursing, 22(6), 359-364.  

De Jonge, K.E., Jamshed, N., Gilden, D., Kubisiak, J., Bruce, S.R. & Taler, G. (2014).  Effects of home-based primary care on Medicare costs in high-risk elders. Journal of the American Geriatrics Society, 62(10), 1825-1831.

Forster, A.J., Dervin, G., Martin, C. & Papp, S. (2012). Improving patient safety through the systematic evaluation of patient outcomes. Canadian Journal of Surgery, 55(6), 419-425.
 NURS 4006 Topics in Clinical Nursing Essay Discussions ,

Frazao, S. L., Correia, A.M., Norton, P. & Magalhaes, T. (2015). Physical abuse against  elderly persons in institutional settings. Journal of Forensic and Legal Medicine, 36, 54-60.

Garrard, L., Boyle, D. K., Simon, M., Dunton, N., & Gajewski, B. (2016). Reliability and validity of the NDNQI® injury falls measure. Western Journal Of Nursing Research, 38(1), 111-128.  

Gaskin, D.J., Thorpe, R.J., McGinty, E.E., Bower, K., Rohde, C., Young, J.H.,…Dubay, L. (2013). Disparities in diabetes: The nexus of race, poverty, and place. American Journal of Public Health,e1-e9.

Giancarlo, C., Comparcini, D., & Simonetti, V. (2014). Workplace empowerment and nurses’ job satisfaction: A systematic literature review. Journal of Nursing Management, 22(7), 855-871.  

Gonsalves, G., B.S., Staley, P. (2014). Panic, paranoia, and public health – The AIDS epidemic’s lessons for Ebola. New England Journal of Medicine, 371(25), 2348-2349.

Guglielmi, C.L., Stratton, M., Healy, G.B., Shapiro, D., Duffy, W.J., Dean B.L. & Groah, L. K. (2014). The growing role of patient engagement: relationship-based care in a changing health care system. AORN, 99(4), 517-528.

Halm, M.A. & O’Connor, M.A. (2014). Do system-based interventions affect catheter- associated urinary tract infection? American Journal of Critical Care, 23(6), 505-509.

Haugan, G., Innstrand, S.T. & Moksnes, U.K. (2013). The effect of nurse-patient interaction on anxiety and depression in cognitively intact nursing home patients. Journal of Clinical Nursing, 22, 2192-2205
. NURS 4006 Topics in Clinical Nursing Essay Discussions .

Johansen, M.L. (2014). Conflicting priorities: Emergency nurses perceived disconnect between patient satisfaction and the delivery of quality patient care. Journal of Emergency Nursing, 40(1), 13-19. 

Liu, C. H. & Tronick, E. (2013). Rates and predictors of postpartum depression by race and ethnicity: Results from the 2004 to 2007 New York City PRAMS Survey (Pregnancy Risk Assessment Monitoring System). Maternal Child Health Journal, 17, 1599-1610.

McDowell, D. S. & McComb, S.A. (2014). Safety checklist briefings: A systematic review of the literature. AORN, 99(1), 125-137.e12.

Mehrian-Shai, R., & Reichardt, J. V. (2015). Genomics is changing personal healthcare and medicine: The dawn of IPH (individualized preventive healthcare). Human Genomics, 9, 29

Moir, C., Roberts, R., Martz, K., Perry, J., & Tivis, L. J. (2015). Communicating with patients and their families about palliative and end-of-life care: comfort and educational needs of nurses.  

Payne, D. (2014). Elderly care: Reflecting on the ultimate ‘never event’. British Journal of Nursing, 23(13). 702.

Petlin, A., Schallom, M., Prentice, D., Sona, C., Mantia, P., McMullen, K. & Landholt, C.  (2014). Chlorhexidine gluconate bathing to reduce methicillin-resistant Staphylococcus aureus acquisition. Critical Care Nurse, 34(5), 17-26.

Plavskin, A. (2016). CNE SERIES. Genetics and Genomics of Pathogens: Fighting infections with genome-sequencing. MEDSURG Nursing, 25(2), 91-96.  

Pokrywka, M., Feigel, J., Douglas, B., Grossberger, S., Hensler, A. & Weber, D. (2014). A  bundle strategy including patient hand hygiene to decrease clostridium difficile infections. MedSurg Nursing, 23(3), 145-164
. NURS 4006 Topics in Clinical Nursing Essay Discussions .

Rock, M.J. & Hoebeke, R. (2014). Informed consent: Whose duty to inform? MedSurg Nursing, 23(3), 189-194.

Shaw, R.J., McDuffie, J.R., Hendrix, C.C., Edie, A., Lindsey-Davis, L., Nagi, A….Williams,  J.W. (2014). Effects of nurse-managed protocols in the outpatient management of adults with chronic conditions: a systematic review and meta-analysis

Smeulers, M., Lucas, C., & Vermeulen, H. (2014). Effectiveness of different nursing handover styles for ensuring continuity of information in hospitalised patients. The Cochrane Database Of Systematic Reviews, (6), CD009979

Spilman, S., Smith, H., Schirmer, L., & Tonui, P. (2015). Evaluation and treatment of depression in adult trauma patients. Journal of Trauma Nursing, 22(1), 17-22.

Thornlow, D.K. & Merwin, E. (2009). Managing to improve quality: The relationship between accreditation standards, safety practices, and patient outcomes. Health Care Management Review, 34(3), 261-272

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
. NURS 4006 Topics in Clinical Nursing Essay Discussions.

ENGL 1001 – English Composition Essay Assignment Papers

Welcome to your course guide

See the 
Additional Resources
 link on the left for help with the 
final project
.

If you have APA questions please 
contact the Writing Center
.

ENGL 1001 Required Course Readings

The readings required for this course are your textbooks. ENGL 1001 – English Composition Essay Assignment Papers.

See the 
Additional Resources
 link to the left to learn how to find outside sources required for your 
final project
.

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
.

How to find outside resources for the final project

Research is a skill that needs to be learned and is beyond being able to search Google. Academic research conducted online utilizes databases that include articles and books that are protected by copyright and are not freely available online. ENGL 1001 – English Composition Essay Assignment Papers.

The 
5 Steps for Successful Research

1) Identify the 
topic 
or 
research question
.

ORDER A PLAGIARISM-FREE PAPER HERE

2) Break topic into 
keywords
.

3) Create 
search strategy 
using keywords.

4) Brainstorm 
related terms
 and 
modify search strategy
 as needed.

5) 
Evaluate 
results and select articles.

 

Watch the 
brief video
 below showing how to complete these steps for your final project. To the right you will find links to the databases suggested for researching this topic when you get to step 3.

Understand the Database Search Page

Databases may be confusing when you first try using them. But understanding how databases work is essential to growing your research skills. ENGL 1001 – English Composition Essay Assignment Papers.

There are three search components in most databases:

Search Boxes

Limiters

Field Searching

The following video will help you learn the basics of database searching. The video references this guide if you’d like to learn more: 
Keyword Searching: Finding Articles on Your Topic
.

Recommended Databases

The topic always dictates what database you should choose.

The topic of this assignment is within the broader topic of 
Education
. Below are the 2 recommended databases for researching education topics. ENGL 1001 – English Composition Essay Assignment Papers.

ERIC

ERIC, maintained by the US Department of Education, indexes over a million journal and non-journal sources focused on education research, including including work produced or funded by the U.S. Department of Education, other federal departments, state or local agencies, policy organizations professional associations, and more.

Education Source

Education Source covers all levels of education–from early childhood to higher education as well as all educational specialties such as multilingual education, health education, and testing. It is the world’s largest and most complete collection of full-text education journals with many peer-reviewed titles. ENGL 1001 – English Composition Essay Assignment Papers.

Why Use Boolean?

Boolean operators connect your keywords to create a logical phrase that the database can understand.

They tell the database exactly what you want to find.

 

 

Boolean Operator

What it Does

How to Use

AND

Finds articles that use 
BOTH 
keywords.

adult learning

AND

online courses

OR

 

Finds articles that use 
EITHER
 of the keywords. Use the asterisk (*) to find different word endings. ENGL 1001 – English Composition Essay Assignment Papers.

 

adult learn* 
OR
adult students

NOT

 

Excludes
 articles that use the keyword.

 

NOT 
masters programs

 

For more information about each operator and truncating with the asterisk, see the boxes to the right.

Boolean terms

Boolean terms (sometimes called Boolean operators or command terms) connect your keywords to create a logical phrase that the database can understand.  This may involve telling the database to look for multiple terms or concepts at once, which will make your search more precise. Or it may involve searching for alternative terms that will bring back more results.

Using Boolean terms helps to create more precise and powerful searches with a higher percentage of relevant results.

This page will show you how to use the Boolean terms 
AND
, 
OR
, and 
NOT
 in your searches. ENGL 1001 – English Composition Essay Assignment Papers.

Boolean terms: AND, OR, NOT

 

Boolean Term

What it Does

How to Use

AND

Find items that use 
BOTH 
keywords.

adult learning 
AND
 online courses

OR

Find items that use 
EITHER
 of the keywords.

adult learners
 OR 
adult students

NOT

EXCLUDES 
items that use the keyword(s).

NOT
 masters programs

Note: 
You do not have to capitalize and, or, and not in your searches.

AND

The 
AND 
operator:

connects different concepts

limits your search

reduces results

Example:

school leadership AND at risk students AND academic progress

Finds articles that have information about all three of these topics.

OR

The 
OR 
operator:

finds different ways to phrase a concept

expands your search

increases results

Example:

school leadership OR at risk students OR academic progress

Finds articles that may talk about any one of these topics (does not have to include them all).

NOT

The 
NOT 
operator:

excludes results with the keyword

reduces results

Example:

school leadership NOT at risk students

Takes out articles with the term used with NOT.

WARNING:
 Use NOT with caution. It can remove relevant results.

Truncate root words

Truncation allows you to search any ending on a root word.

For example, if your topic uses the word 
teenagers
, then you may also want to search:

teen

teens

teenager

The root word is 
teen
. To truncate and search teen with any ending you would enter:

teen*

The asterisk at the end of the root word tells the database to search for that word with any ending. ENGL 1001 – English Composition Essay Assignment Papers.

This expands your search to find more articles.

Use Boolean terms

Type in 
one concept per search box
.

The advanced search in most databases defaults to automatically 
use AND between the search boxes
. Leave the default. The database will find articles that include both concepts.

Use 
OR inside the search boxes
 to add synonyms or related terms to the search. Because the database will only search for the exact terms entered, using OR helps find the different ways an author may have phrased the concept. ENGL 1001 – English Composition Essay Assignment Papers.

For best results, only 
use the OR within a search box
. The AND is placed automatically between the search boxes.

An example search for violence on television using boolean terms might look like this:

First search box: 
TV or television or mass media

Second search box: 
violence or aggression

Introduction to keyword searching

Keyword searching is the process of choosing search terms and entering them into the database search boxes to locate information on your topic. This guide will walk you through how to select and combine keywords in the Library databases to find articles on your research topic. Specifically, this guide will cover how to:

decide on a research topic

identify a relevant database

select appropriate keywords

connect keywords using Boolean operators

More information

Picking effective keywords is just part of the database search process. To learn more about using the Library databases, please refer to our guide:

Guide: Database search skills

 

You may also find the following guides helpful as you learn how to find what you need in the Walden Library:

Guide: Find Full Text

Guide: Peer Review

 

This recorded webinar focuses on how to pick relevant search terms:

Webinar: Mysteries of the Library: Revealed! Search Terms

What is peer review?

Peer review is a
 scholarly form of review
 used by journals only for journal articles. After an article is sent to an academic journal, the editor sends it to several 
peer 
reviewers
—
typically scholars in the field
—
for evaluation
.

These peer reviewers examine the paper’s methodology, literature review, and conclusions. They note the existence of bias or other flaws. The peer reviewers may accept the article, require rewrites from the authors, or reject the article. ENGL 1001 – English Composition Essay Assignment Papers.

If you are asked to find articles that are peer-reviewed, what you are really looking for are 
articles from a peer-reviewed journal
.

Peer review can also be called:

blind peer review

scholarly peer review

refereeing or refereed

 

Search Tip:
  Peer-reviewed journals may also contain items that are not peer reviewed, such as letters to the editor, opinion pieces, and book reviews. Even if you check the peer-review limiter box, you still need to examine the items carefully to be sure they are articles. ENGL 1001 – English Composition Essay Assignment Papers.

Verify peer review

Search Ulrich’s Periodicals Directory to verify peer review.

Ulrich’s Periodicals Directory

Learn how to verify peer review in Ulrich’s.

Enter the journal title (not the article title) in the search box in Ulrich’s.

Click on the Search icon and find your journal in the search results.

Look for the refereed icon, shaped like an umpire’s jersey, indicating the journal is peer reviewed. It displays on the left side of the page, near the article title. ENGL 1001 – English Composition Essay Assignment Papers.

Quick Answer: How do I verify that my article is peer reviewed?

Check the journal’s website

Journal websites will typically discuss editorial processes, including peer review.

This information is often listed in the following areas:

about us

editorial policies

instructions for authors

submission guidelines

A simple Google search for the journal will usually locate the journal’s website.

Examples of Editorial Policies:

APA’s review policy for authors

Management Science Journal’s Submission Guidelines

Journal of the American Medical Association Instruction for Authors

Are dissertations peer reviewed?

No. While dissertations are closely supervised by a dissertation committee made up of scholars, they are still considered student work.

Dissertations are often included in scholarly writing, although they are used sparingly. If you are unsure if you can use a dissertation in your assignment or literature review, talk with your instructor or chair. ENGL 1001 – English Composition Essay Assignment Papers.

ENGL 1001

Literature and Composition 1

3.0 Credits

Description

This course introduces short stories and the novel through examples of the genres drawn primarily from the twentieth century. The course is not a chronological or historical survey of literature. Instead, it examines the general characteristics of fiction by focusing on short stories and a novel. This course also provides a review of basic grammar, punctuation, and instruction in composing critical essays. ENGL 1011 (Literature and Composition II) is the continuation of ENGL 1001 and focuses on drama and poetry.

Costs

Print, self-paced
 

Online, self-paced
 

Prerequisites

English 12 or equivalent

Exclusions

This course satisfies the first half of the introductory English literature and composition requirement of TRU-OL degrees. Students with credit for ENGL 1021 or ENGL 1019 may not take this course for further credit. Students with credit for ENGL 1001 may not take ENGL 1061 or ENGL 1999 for further credit in some programs.

Objectives

After you complete this course, you should be able to:

Identify and correct faults in sentences and paragraphs.

Describe the components and basic structure of a short story and novel using specific examples from works studied in the course.

Identify and discuss the literary patterns in a short story or novel.

Read prose literature beyond the factual or literal level, for example, on a metaphorical level that reveals the human condition.

Write coherent and focused critical essays on literary texts and topics. Apply analytical techniques in a critical essay.

Apply analytical techniques in a critical essay.

Course Outline

Module 1: Introduction to Short Stories

ReadingsAlice Munro: “Royal Beatings”

Charlotte Perkins Gilman: “The Yellow Wallpaper”

James Baldwin: “Sonny’s Blues”

Module 2: Characterization

Readings

Amy Tan: “Rules of the Game”

Willa Cather: “Paul’s Case: A Study in Temperament”

Module 3: Setting

Readings

Margaret Atwood: “Death by Landscape”

Doris Lessing: “To Room Nineteen”

Module 4: Plot

Readings

Richard Ford: “Great Falls”

Herman Melville: “Bartleby, the Scrivener”

Module 5: Point of View

Readings

Raymond Carver: “Cathedral”

Ernest Hemingway: “Hills Like White Elephants”

Module 6: Style

Readings

William Faulkner: “Barn Burning”

D.H. Lawrence: “The Horse Dealer’s Daughter”

Module 7: Theme

Readings

Jane Austen: Pride and Prejudice

Maximum Completion

30 weeks.

Required Text and Materials

ed. R.V. Cassill et al. 
The Norton Anthology of Short Fiction
. 8th ed. New York: W.W. Norton & Co, 2015.

Type: Textbook, ISBN: 978-0-393-93775-6

Bundled with:

Austen, Jane. 
Pride and Prejudice, A Norton Critical Edition
. 4th ed. New York: Norton & Co, 2016.

Type: Textbook, ISBN: 978-0-393-26488-3

Bundle ISBN: 978-0-393-62641-4

ed. John Hodges et al. 
Harbrace Handbook for Canadians
. 6th ed. Toronto: Nelson, 2003.

Type: Textbook, ISBN: 978-0-176-22509-4

Bundled with:

Connor, William. 
Harbrace Workbook for Canadians
. 6th ed. Toronto: Nelson, 2003.

Type: Textbook, ISBN: 978-0-176-22510-0 ENGL 1001 – English Composition Essay Assignment Papers,

Bundle ISBN: 0-17-623430-6

Open Learning Faculty Member Information

An Open Learning Faculty Member is available to assist students. Primary communication is by phone if you are taking the print-based version of the course and through the “mail” tool in the Learning Environment if you are taking the web-based version. You will receive the necessary contact information when you start your course.

Assessment

In order to successfully complete this course, students must obtain at least 50 % on the final mandatory examination and 50 % overall. It is strongly recommended that students complete all assignments in order to achieve the learning objectives of the course. The total mark will be determined on the following basis: ENGL 1001 – English Composition Essay Assignment Papers.

Assignment 1: Diagnostic Essay

5%

Assignment 2: Critical Essay

15%

Assignment 3: Comparison and Contrast Essay

15%

Assignment 4: Research Essay on Pride and Prejudice

25%

Final exam *

40%

Total

ENGL 1001 – English Composition Essay Assignment Papers

100%

NURS 4221 Leadership Competencies in Nursing and Healthcare Essay Assignment Paper

Contemporary nurses who wish to influence the current healthcare system must equip themselves with the knowledge and competencies to lead in times of pressure, constant change, and innovation. Students in this course work toward gaining these skills and increasing self-awareness in the context of organizational challenges and individual motivation. They also learn skills and techniques in team building; strengthening interpersonal, communication, and interdisciplinary effectiveness; promoting meaningful use of data to shape a preferred future for nursing; translating strategic vision into action; and implementing and managing organizational change. Students apply course concepts through case studies, self-assessments, and 360-degree feedback, and a 45-hour practicum in a selected clinical setting. Through this practicum experience, students gain professional knowledge from top-level leaders in nursing and healthcare. NURS 4221 Leadership Competencies in Nursing and Healthcare Essay Assignment Paper .

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Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please 
contact the Library
. If you have APA questions about these materials, please 
contact the Writing Center
. NURS 4221 Leadership Competencies in Nursing and Healthcare Essay Assignment Paper .

NURS 4221 Required Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please 
Ask a Librarian
 if you have any questions about the links.

NURS 4221 Leadership Competencies in Nursing and Healthcare Essay Assignment Paper . Bashaw, E. S., & Lounsbury, K. (2012). Forging a new culture: Blending Magnet principles with just culture. Nursing Management, 43(10), 49–53. doi:10.1097/01.NUMA.0000419492.49675.25. 

Perla, R. J., Provost, L. P., & Murray, S. K. (2011). The run chart: A simple analytical tool for learning from variation in healthcare processes. BMJ Quality and Safety, 20(1), 46–51. Retrieved from http://www.med.unc.edu/cce/files/education-training/The%20run%20chart%20a%20simple%20analytical%20tool.pdf

QP staff. (2010). Guru guide: Six thought leaders who changed the quality world forever. Quality Progress, 43(11), 14–21.

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
. NURS 4221 Leadership Competencies in Nursing and Healthcare Essay Assignment Paper .

ENGL 2002 – Professional Writing for Successful Communication Essay Assignment Papers

Clear and persuasive writing is a fundamental professional skill. This course covers the fundamentals of written communication in a professional setting, starting with a clear understanding of the audience and the purpose of the communication act, and proceeding to choices of modality, timing, and idiom. Many examples are considered, such as business letters, résumés, briefing memos, newsletters, proposals and requests for proposals, and so on. Fundamental writing skills such as grammar and sentence structure, punctuation, style, citation, and word choice are reinforced.

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Clear and persuasive writing is a fundamental professional skill. In this course, students learn the basic tenets of written communication in a professional setting, including the importance of understanding audience and the purpose of the communication, as well as choices of modality, timing, and idiom. Students examine examples of professional communication, such as business letters, résumés, briefing memos, newsletters, and proposals and requests for proposals, among others. Applying course concepts, students also engage in a range of applied assignments that reinforce fundamental writing skills, such as grammar and sentence structure, punctuation, style, citation, and word choice. ENGL 2002 – Professional Writing for Successful Communication Essay Assignment Papers.

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please 
contact the Library
. If you have APA questions about these materials, please 
contact the Writing Center
.

ENGL 2002 Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources. ENGL 2002 – Professional Writing for Successful Communication Essay Assignment Papers.

Enter your myWalden user name and password at the prompt.

Decoker, G. (2007, September 21). Advice for a rookie staff member. Chronicle of Higher Education, 54(4), C1–C4.

Kadlec, D. (2008, December). How not to act your age at work. Money, 37(12), 44–46.

Nicholaou, N. (2005). Email etiquette -or- never having to say you’re sorry – Part I. Clergy Journal, 81(6), 23–24.

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
.

Clear and persuasive writing is a fundamental professional skill. This course covers the fundamentals of written communication in a professional setting, starting with a clear understanding of the audience and the purpose of the communication act, and proceeding to choices of modality, timing, and idiom. Many examples are considered, such as business letters, résumés, briefing memos, newsletters, proposals and requests for proposals, and so on. Fundamental writing skills such as grammar and sentence structure, punctuation, style, citation, and word choice are reinforced. ENGL 2002 – Professional Writing for Successful Communication Essay Assignment Papers.

Clear and persuasive writing is a fundamental professional skill. In this course, students learn the basic tenets of written communication in a professional setting, including the importance of understanding audience and the purpose of the communication, as well as choices of modality, timing, and idiom. Students examine examples of professional communication, such as business letters, résumés, briefing memos, newsletters, and proposals and requests for proposals, among others. Applying course concepts, students also engage in a range of applied assignments that reinforce fundamental writing skills, such as grammar and sentence structure, punctuation, style, citation, and word choice. ENGL 2002 – Professional Writing for Successful Communication Essay Assignment Papers.

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please 
contact the Library
. If you have APA questions about these materials, please 
contact the Writing Center
.

ENGL 2002 Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt. ENGL 2002 – Professional Writing for Successful Communication Essay Assignment Papers.

Decoker, G. (2007, September 21). Advice for a rookie staff member. Chronicle of Higher Education, 54(4), C1–C4.

Kadlec, D. (2008, December). How not to act your age at work. Money, 37(12), 44–46.

Nicholaou, N. (2005). Email etiquette -or- never having to say you’re sorry – Part I. Clergy Journal, 81(6), 23–24.

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
. ENGL 2002 – Professional Writing for Successful Communication Essay Assignment Papers.

NURS 6501 – Advanced Pathophysiology

Advanced practice nurses must be equipped with an in-depth understanding of pathophysiological disease processes across the lifespan. In this course, students focus on understanding the biophysiological processes, the deviations from these processes, and an in-depth examination of the scientific concepts related to the biology of disease processes. Advanced practice nursing students learn how normal organ systems function and how organ systems are interrelated to help the body maintain homeostasis. Through knowledge of pathophysiological disease processes, students gain the information needed to develop appropriate treatment plans for patients across the lifespan. Students explore a variety of topics, such as immunity, inflammation, cancer genetics, and cardiovascular disease. They also examine a range of disease processes, including hematologic, renal, neurologic, gastrointestinal, and reproductive disorders.

♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information. 
NURS 6501 – Advanced Pathophysiology

NURS 6521 – Advanced Pharmacology Essays and Exams

A solid foundation in the concepts and principles of drug therapy across the lifespan is essential to the work of advanced practice nurses. Students in this course apply the advanced principles of pharmacology, including pharmacogenomics, pharmacokinetics and pharmacodynamics, by analysis of common drug classes prescribed by advanced practice nurses across the lifespan. Factors influencing successful therapy such as effectiveness, safety, acceptability, cost, genetic/environmental influences, complementary regimens, and patient behaviors are considered. Through this course, students prepare to examine complex decisions in the management and treatment of selected acute and chronic diseases across the lifespan through pharmacologic and nonpharmacologic agents. Advanced practice nursing students will have a more in-depth understanding of drug legislation and regulation for prescribing drugs. NURS 6521 – Advanced Pharmacology Essays and Exams.