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Assignment: Combining Nurse Leader With Advocacy Details Assignment:

Rate yourself using the results from the “Nurse Manager Skills Inventory”:

http://www.aone.org/resources/nurse-manager-skills-inventory.pdf

Write a reflection of 750-1,000 words in which you identify your strengths and weaknesses related to the four content areas below:

Personal and professional accountability

Career planning

Personal journey disciplines

Reflective practice reference behaviors/tenets

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Discuss how you will use your current leadership skill set to advocate for change in your workplace.

Identify one personal goal for your leadership growth and discuss your implementation plan to achieve that goal. Combining Nurse Leader With Advocacy Details Assignment.

While APA format 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. Assignment: Combining Nurse Leader With Advocacy

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

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Combining Nurse Leader With Advocacy Details Assignment

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Combining Nurse Leader With Advocacy

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Less than Satisfactory

75.00%

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Satisfactory

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Excellent

100.00%

80.0 %Content

30.0 %Identification of strengths and weaknesses related to the four content areas listed.

Provides strengths and/or weaknesses based on some of the listed content areas.

Lists strengths and weaknesses based on each of the listed content areas, but does not draw on evidence from the given Web site.

Lists strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site for some of the content areas.

Lists strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site. Combining Nurse Leader With Advocacy Details Assignment

Lists and analyzes strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site.

25.0 %Discussion of use of current leadership skills to advocate change in the workplace.

Fails to mention either change in the workplace and/or personal skill set.

Discusses one change that can be made in the workplace, without providing examples or evidence. Makes brief mention of personal skill set, but does not effectively demonstrate how it can be used to effect change.

Discusses one change that can be made in the workplace, without providing examples or evidence. Evaluates how personal skill set can be used to effect change in workplace.

Discusses one change that can be made in the workplace, while giving a clear and relevant example for why the change is necessary. Evaluates how personal skill set can be used to effect change in workplace.

Discusses specific changes that can be made in the workplace are discussed, while giving clear and relevant examples for why changes are necessary. Evaluates how personal skill set can be used to effect change in workplace.

25.0 %Reflection on personal goal for leadership growth and development of implementation plan to reach goal.

Pinpoints a goal for leadership growth, but does not provide a plan for attaining the goal.

Pinpoints a goal for leadership growth, but the plan for attaining goal is not aligned to the final outcome.

Provides a surface-level reflection on areas of growth. Pinpoints at least one specific goal for leadership growth, but provides an oversimplified plan for attaining goal.

Reflects on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a clear implementation plan to meet the goal.

Provides a thoughtful reflection on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a well-organized and realistic implementation plan to meet the goal.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

15.0 %Organization and Effectiveness

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

15.0 %Organization and Effectiveness

Combining Nurse Leader With Advocacy Details Assignment

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

5.0 %Format

Combining Nurse Leader With Advocacy Details Assignment

3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightage

Combining Nurse Leader With Advocacy Details Assignment

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Episodic/Focused SOAP Note Template Sample Essay.

Episodic/Focused SOAP Note Template
 Assignment 1

Book: Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). 
Seidel’s guide to physical examination
 (8th ed.). St. Louis, MO: Elsevier Mosby.

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Format: 
Episodic/Focused SOAP Note format (sample attached)

Nausea and Vomiting

A 20-year-old female complains of nausea and has vomited three times over the past 48 hours. The patient also experienced a low-grade fever this morning. She states that she recently ate shellfish at a new restaurant with two friends who are suffering from similar symptoms. Episodic/Focused SOAP Note Template Sample Essay.

Post
 a description of the health history you would need to collect from the patient in the case study. Explain which physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

ORDER NOW FOR A COMPLETE, ORIGINAL ORDER on Episodic/Focused SOAP Note Template SAMPLE

Assignment 2

Book:Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). 
Pharmacotherapeutics for advanced practice: A practical approach
 (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

Video:
 Laureate Education, Inc. (Executive Producer). (2012). Pharmacology for the gastrointestinal system. Baltimore, MD: Author.

This media presentation outlines drug treatment options for disorders of the gastrointestinal system. Episodic/Focused SOAP Note Template Sample Essay.

Note: The approximate length of this media piece is 2 minutes.

Format: fully detail discussion paper

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:

Synthroid 100 mcg daily

Nifedipine 30 mg daily

Prednisone 10 mg daily

Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.

Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors such as pregnancy, drugs, or a psychological disorder. Episodic/Focused SOAP Note Template Sample Essay.

Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

With these thoughts in mind:
Post
 an explanation of your diagnosis for the patient including your rationale for the diagnosis. Then, describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

Episodic/Focused SOAP Note Template SAMPLE Assignment 3

Book same as assignment 2

To prepare :

Review Chapter 49 of the Arcangelo and Peterson text, as well as the Krummenacher et al. and Scourfield articles in the Learning Resources.

Reflect on whether or not the prevalence of HIV cases might be attributed to increased complacency due to more advanced drug treatment options for HIV/AIDS.

Consider how health care professionals can help to change perceptions and make people more aware of the realities of the disease.

Think about strategies to educate HIV positive patients on medication adherence, as well as safe practices to reduce the risk of infecting others. Episodic/Focused SOAP Note Template Sample Essay.

With these thoughts in mind:

By Day 3

Post
 an explanation of whether or not you think the prevalence of HIV cases might be attributed to increased complacency due to more advanced drug treatment options.Then, explain how health care professionals can help to change perceptions and increase awareness of the realities of the disease. Finally, describe strategies to educate HIV positive patients on medication adherence, as well as safe practices to reduce the risk of infecting others.

Episodic/Focused SOAP Note Template
 SAMPLE

Patient Information:

Initials, Age, Sex, Race

S.

CC
(chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days” Episodic/Focused SOAP Note Template Sample Essay.

HPI
: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

Current Medications
: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

Allergies: 
include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).

PMHx
: include immunization status (note date of 
last tetanus
 for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

Soc Hx
: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx
: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ROS
: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: 
General:
 
Head
: 
EENT
: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL:  No weight loss, fever, chills, weakness or fatigue.

HEENT:  Eyes:  No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  No hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN:  No rash or itching.

CARDIOVASCULAR:  No chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY:  No shortness of breath, cough or sputum.

GASTROINTESTINAL:  No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

NEUROLOGICAL:  No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL:  No muscle, back pain, joint pain or stiffness.

HEMATOLOGIC:  No anemia, bleeding or bruising.

LYMPHATICS:  No enlarged nodes. No history of splenectomy.

PSYCHIATRIC:  No history of depression or anxiety.

ENDOCRINOLOGIC:  No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

ALLERGIES:  No history of asthma, hives, eczema or rhinitis. Episodic/Focused SOAP Note Template Sample Essay.

O.

Physical exam
: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. 
Do not use “WNL” or “normal.” You must describe what you see. 
Always document in head to toe format i.e. General: Head: EENT: etc.

Diagnostic results
: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)

A
.

Differential Diagnoses 
(list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

Episodic/Focused SOAP Note Template
 References

You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 6
th
 edition formatting.

ExampleFocused SOAP Note for a patient with chest pain

S.

CC: “Chest pain”

HPI: The patient is a 65 year old AA male who developed sudden onset of chest pain, which began early this morning.  The pain is described as “crushing” and is rated nine out of 10 in terms of intensity. The pain is located in the middle of the chest and is accompanied by shortness of breath. The patient reports feeling nauseous. The patient tried an antacid with minimal relief of his symptoms.

PMH: Positive history of GERD and hypertension is controlled

FH: Mother died at 78 of breast cancer; Father at 75 of CVA.  No history of premature cardiovascular disease in first degree relatives.

SH : Negative for tobacco abuse, currently or previously; consumes moderate alcohol; married for 39 years

ROS

General
–Negative for fevers, chills, fatigue

Cardiovascular
–Negative for orthopnea, PND, positive for intermittent lower extremity edema

Gastrointestinal
–Positive for nausea without vomiting; negative for diarrhea, abdominal pain

Pulmonary
–Positive for intermittent dyspnea on exertion, negative for cough or hemoptysis Episodic/Focused SOAP Note Template Sample Essay.

 

O.

VS: BP 186/102; P 94; R 22; T 97.8; 02 96% Wt 235lbs; Ht 70”

 

General
–Pt appears diaphoretic and anxious

Cardiovascular
–PMI is in the 5th inter-costal space at the mid clavicular line. A grade 2/6 systolic decrescendo murmur is heard best at the

second right inter-costal space which radiates to the neck.

A third heard sound is heard at the apex. No fourth heart sound or rub are heard. No cyanosis, clubbing, noted, positive for bilateral 2+ LE edema is noted.

Gastrointestinal
–The abdomen is symmetrical without distention; bowel

sounds are normal in quality and intensity in all areas; a

bruit is heard in the right para-umbilical area. No masses or

splenomegaly are noted. Positive for mid-epigastric tenderness with deep palpation.

Pulmonary
— Lungs are clear to auscultation and percussion bilaterally

 

Diagnostic results: EKG, CXR, CK-MB (support with evidenced and guidelines)

 

A.

Differential Diagnosis:

1) Myocardial Infarction (provide supportive documentation with evidence based guidelines).

2) Angina (provide supportive documentation with evidence based guidelines).

3) Costochondritis (provide supportive documentation with evidence based guidelines).

Primary Diagnosis/Presumptive Diagnosis: Myocardial Infarction

Episodic/Focused SOAP Note Template Sample Essay

 

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses. Episodic/Focused SOAP Note Template Sample Essay.

National Patient Safety Goals Sample Essay Assignment

Please write the paper on the topic : Prevent pressure ulcers in long term care

Use the attached Nursing Journals articles for references

Provide in text citation

Assignment instructions are on the attached document. you can also follow the youtube link for more explanation

National patient safety goal Written assignment instructions.pptx

Here’s the link to the recorded instructions (about 7 minutes)

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National Patient Safety Goals Assignment

N U TR ITIO N Nutrition and pressure ulcers: putting evidence into practice Carolyn Taylor Nutritional intake can have an effect on many areas of a patient’s health, while malnutrition specifically has a recognised role in pressure ulcer development. In this article, the author looks at whether there is any high quality evidence to recommend specific nutritional measures when trying to prevent pressure ulcers, as well as looking at overall recommendations for malnourished patients. Nutritional screening remains essential to help identify those patients most at risk of malnutrition and allows community nurses to prepare nutritional care plans and begin to correct any nutritional deficiencies. National Patient Safety Goals Sample Essay Assignment. The author recommends that community nurses perform nutritional screening at any patient contact, be that in hospital, nursing home or in the patient’s own home. Recording the outcome of screening at regular intervals also helps to identify trends in a patient’s nutritional state and means that any reduction will be picked up quickly. KEYWORDS: Nutrition ■ Wounds ■ Dietitian ■ Malnutrition ■ Screening ressure ulcer treatment — and crucially prevention — has become a key focus for improving the quality of health care. Most pressure ulcers are now considered avoidable and consequently prevention has been included in domain 5 of the NHS Outcome Framework (Department of Health [DH], 2014), which has a stated aim of: ‘Treating and caring for people in a safe environment and protecting them from avoidable harm.’ P There is also a financial burden to consider, with pressure ulcers costing the NHS £1.4-2.lbn per year (Bennett et al, 2004), with category four pressure ulcers costing approximately £14,108 per patient (Dealey et al, 2012). The cost to Carolyn Taylor, research coordinator for combined community and acute care group; specialist dietitian, Dietetic Department, Northern General Hospital, Sheffield Teaching Hospital NHS Foundation Trust 38 JCN 2016, Vol 30, No 4 patients in terms of quality of life is also significant, with pressure ulcers affecting people’s ability to work and maintain independence. Any treatment that reduces the costly, painful and debilitating effect of pressure ulcers must be considered and the National Institute for Health and Care Excellence (NICE, 2014) recently released updated guidance on the prevention and management of pressure ulcers; in conjunction with this guidance, the NICE Quality Standards for pressure ulcers also highlight where improvements in patient care can be made and in particular what factors will prevent the development of pressure ulcers (NICE, 2015). A good nutritional status and fluid intake have always been considered important to both the prevention and management of pressure ulcers (Posthauer et al, 2015), and reference is made to the importance of nutritional status and nutritional intake throughout the recent NICE (2014) guidance. This is also highlighted in the quality standards (NICE, 2015), which repeatedly mention malnutrition as one of the risk factors for pressure ulcer development. Further evidence for the role of nutrition is provided by a recently updated Cochrane review into the specific role of nutrition in the prevention and management of pressure ulcers (Langer and Fink, 2014). While the Cochrane review showed much of the evidence to be of poor quality, it did demonstrate that nutritional supplements could reduce the development of pressure ulcers, although not to a significant level. The evidence that nutritional supplements could contribute to the healing of pressure ulcers was also of poor quality and difficult to draw conclusions from, although Langer and Fink (2014) specifically mentioned that there was emerging evidence that supplementing diet with the amino acid arginine (thought to become essential following trauma) may improve healing rates, although further research is required. While the evidence was found to be generally poor, Langer and Fink (2014) stated that it is still important to correct any nutritional deficiencies. This article reviews the current guidance relating to nutrition and how it affects the development of pressure ulcers, before considering how community nurses can put the recommendations into practice. N U TR ITIO N A N D PRESSURE ULCER PREVENTION Both of the NICE documents mentioned above (NICE, 2014; 2015), highlighted that malnutrition is one of the risk factors for pressure ulcer development. NUTRITION However, identifying malnutrition is difficult (Posthauer et al, 2015). While body weight is a factor in pressure ulcers, assessment is not straightforward, as being both underweight and overweight are known to increase the risk of pressure ulcer development. A low body weight (body mass index [BMI] of less than 18 Kg/m2) is associated with reduction in subcutaneous fat deposits, particularly over the bony prominences. National Patient Safety Goals Sample Essay Assignment. Underweight patients are also more likely to be eating insufficiently and not meeting the recommended daily amounts of macro and micronutrients, meaning that they may not be eating sufficient energy, protein, vitamins and minerals. Conversely, being overweight (BMI over 25 Kg/m2) can also increase the risk of pressure ulcers due to higher body weight and poor mobility. There is also no guarantee that an overweight person’s dietary intake is balanced — just because they are eating does not mean they are taking in the required micronutrients. Loss of body weight, irrespective of the person’s initial weight, and especially if it is sudden and unplanned, is also a contributing risk factor for pressure ulcer development. This weight loss could be associated with illness or changes in social situation such as recent bereavement. As well as causing a loss of appetite, illness can also result in increased levels of inflammatory markers, such as C-reactive protein, which is also a known risk factor for pressure ulcers (Posthauer et al, 2015); the associated production of cytokines also results in a rising demand for energy and protein. At a time when illness may cause patients to lose their appetite, this increased metabolic load increases the risk of skin breakdown or reduced healing as energy and protein reserves are targeted for use elsewhere. The loss of muscle mass associated with age (sarcopenia) can also be a risk factor for pressure ulcers, however, while sarcopenia may not be avoidable, illness, lack of 40 JCN 2016, Vol 30, No 4 appetite, and the malabsorption of nutrients from the gastrointestinal tract can exacerbate it. IDENTIFYING THOSE AT RISK OF MALNUTRITION Identifying a patient’s risk of malnutrition is vital and was supported by the NICE guidelines and quality standard (NICE, 2014; 2015).There is additional NICE guidance that recommends the use of validated screening tools for identifying risk of malnutrition (NICE, 2012), which is also recommended by the National Pressure Ulcer Advisory Panel (NPUAP, 2014). The tool most frequently used is the Malnutrition Universal Screening Tool (MUST) (Todorvic et al, 2003), where patients are’scored’based on BMI, unintentional weight loss and any acute illness. MUST, therefore, relies on measuring the amount of weight the patient has lost, but this may be more difficult in those with limited mobility. In nursing and residential care, monitoring the weight of those patients with mobility issues can be made easier by creative use of equipment: ► Asking the patient to sit on scales ► Attaching scales to hoists when moving patients ► Using medical beds that incorporate a facility for weighing the patient. For patients at home, options for assessing weight change and risk of malnutrition include the following (Taylor, 2014): ► Measuring waist circumference, although this may be more difficult if a patient is unable to stand ► Measuring the patient’s arm circumference, although correlation may be affected by any pre-existing physical issues such as arm paralysis ► Hand-grip measurements can also be used as there is some correlation between declining strength and nutritional state (Flood et al, 2014) ► The physical Took’of the patient ► The fit of the patient’s clothes, i.e. are they loose? ► Fit of dentures —■the gum line will recede with weight loss National Patient Safety Goals Sample Essay Assignment► Patient-reported lethargy ► Deteriorating skin condition or a non-healing pressure ulcer. The NICE (2015) quality standards recommended identifying pressure ulcer risk factors for all patients referred to community services and on admission to any healthcare setting. The guidelines also highlight that, along with assessing all risk factors, nutritional screening using a validated screening tool should be included and become part of routine care. As Posthauer et al (2015) suggested, early identification of malnutrition or risk of malnutrition can ensure that treatment begins quickly and will help prevent pressure ulcers developing as well as contributing to healing. For those patients not identified as being at risk of malnutrition, both a Cochrane review (Langer and Fink, 2014) and the NICE (2014) guidance highlighted that there was no specific evidence to recommend additional nutritional treatment to prevent pressure ulcers. In other words, if people are well nourished then increasing their nutritional intake to prevent pressure ulcers occurring is not recommended — only if they are malnourished can nutritional measures reduce the risk. HYDRATION There is limited evidence on how hydration affects pressure ulcer development and the recommendation is to ensure that the patient’s hydration status is adequate (NICE, 2014). Despite the lack of evidence in this area, dehydration is commonly accepted to affect skin turgor (the degree of elasticity of skin); in the author’s opinion it follows that this would increase the risk of pressure ulcers. All fluid losses, including urine, diarrhoea, excessive sweating, losses from pressure ulcers or other wounds, and stoma or fistula outputs, need to be accounted for. Fluid requirements will increase in certain circumstances such as fever and increased respiratory effort, while there will be excessive losses with NUTRITION S u d d e n loss o f b o d y w e ig h t Community nurses should be aware that loss of body weight, irrespective of the person’s initial weight, and especially if it is sudden and unplanned, is a contributing risk factor for pressure ulcer development. diarrhoea, vomiting and in people with wounds who will lose fluid through exudate leakage. While fluid requirements may reduce in the older population, their reduced thirst and anxiety about maintaining continence may reduce their desire to drink, thus making dehydration a risk in this population; similarly, the use of diuretics for the management of other long-term conditions such as heart failure and high blood pressure may increase fluid loss. NUTRITION AND PRESSURE ULCER MANAGEMENT There have been some studies into the effect of nutritional supplements on the treatment of pressure ulcers, however, these were generally of low quality, making specific recommendations difficult (NICE, 2014). National Patient Safety Goals Sample Essay Assignment The majority of research was associated with the use of oral nutritional supplements; either generic oral nutritional supplements, which contain a mixture of macro and micronutrients, or those containing specific amino acids or vitamins. In the NICE (2014) guidance, consideration was given to the costbenefit of nutritional supplements. In view of the inconclusive evidence around their use, and the cost of many of the generic oral nutritional supplements when used in the community (as opposed to in hospital where they are often negotiated at a contract price), the recommendation was that they should not be routinely used in the treatment of pressure ulcers when the patient’s nutritional intake is otherwise adequate. 42 JCN 2016, Voi 30, No 4 However, the guidance also stated that nurses should seek to correct any nutritional deficiency a patient may have, which may involve using nutritional supplements. For those with inadequate nutritional intake or poor nutritional status, a’food-first’ approach should be used to increase intake (the use of high energy and high protein foods often considered the more palatable and cost-effective way of meeting requirements), however, if this is tried and the patient’s intake remains insufficient, nutritional supplements may be the next line of treatment. This means that, rather than routinely providing nutritional supplements to patients who have a pressure ulcer, nurses need to undertake a nutritional assessment to identify those at risk of malnutrition so that they can be given the specific advice required to improve their nutritional intake. If patients are considered to be at risk of malnutrition following an assessment, then nutritional action plans need to be implemented. A review of their dietary intake would help to begin a conversation about the types and variety of foods they are eating. Typical dietary aspects that would raise concern include: ► Meals being missed ► Repetitive meal choices with limited variation in ingredients ► Inability to recall a variety of different meals recently eaten ► Indications that patient may be using smaller plates. Specific nutrition a l e le m en ts Specific nutritional elements are considered to promote pressure ulcer repair, including protein (both whole proteins and specific amino acids), iron, zinc and vitamin C. As mentioned above, the Cochrane review (Langer and Fink, 2014) stated that good quality evidence for the routine supplementary use of these elements is lacking, although the authors did suggest that more recent research into the use of arginine in the treatment of pressure ulcers is worth further investigation, as indications are that it may be beneficial in improving healing rates (Desneves et al, 2005; Cereda et al, 2009; Van Anholt et al, 2010). THE SCIENCE — MALNUTRITION Malnutrition can be defined as a state of nutrition in which a deficiency or excess (or imbalance) of energy, protein and other nutrients causes measurable adverse effects both on tissue/ body form, body function, and clinical outcome (Elia, 2000). Malnutrition is a reversible risk factor for pressure ulcers in adults (NICE, 2014), therefore it is essential that all healthcare professionals are able to correctly identify those at risk early on and provide appropriate management. Nutritional screening should be implemented in all healthcare settings, particularly in the community where undernourished patients are harder to spot. National Patient Safety Goals Sample Essay Assignment. Studies have shown that up to 93% of malnourished people are living in the community and this continues to be a major clinical and public health problem in the UK (Elia, 2000; Elia and Russell, 2009). Source: Rabess C (2015) Understanding the link between wound care and nutrition. J Comm Nurs 29(4): 60-5 Practical m easures Despite the lack of evidence for the positive effect of specific nutritional elements on healing pressure ulcers, there are some practical suggestions that can help community nurses improve patient’s overall nutritional intake: ► For those with a small appetite, eating little and often is frequently recommended. By eating small amounts frequently it is possible to improve nutritional intake. It is important that high calorie snacks (chocolates, sweets and crisps, etc) do not replace more nutritious meals or highly Credit: epsosLX&flickr. com Red Flag NUTRITION ► ► ► ► nutritious snacks such as cheese and biscuits, full-fat yoghurts, fruitcake, teacakes, scones, crumpets, nuts and cereal bars So-called ‘milky’ drinks can help to improve protein intake. Cheese and cream can also be added to meals, for example cheese can be grated over mashed potatoes. This will not increase the volume of food eaten, but will make every mouthful more nourishing In patients who may struggle to prepare full meals,’ready meals’ can provide a nourishing alternative and can be easier for patients to access, especially if they are being advised to rest. There are also companies that will deliver meals to the patient’s home Frozen vegetables can help to add variety to meals — handfuls of different vegetables can be cooked in one meal Sandwiches, toast and jacket potatoes can all be nourishing when prepared with a variety of fillings or toppings. Local community and hospital dietetic departments will usually have patient literature available that covers these strategies. CONCLUSION While there is a lack of high quality evidence to recommend specific nutritional measures when trying to prevent pressure ulcers or promote ulcer healing in well-nourished patients, there are some consistent overall recommendations for malnourished patients. Nutritional screening remains essential to help identify those patients most at risk of malnutrition, which will allow community nurses to prepare appropriate nutritional care plans and begin to correct any nutritional deficiencies. It is recommended that community nurses should perform nutritional screening at any patient contact, be that in hospital, nursing home or in the patient’s own home. The NICE guidelines for nutritional support in adults recommend the use of a validated 44 JCN 2016, Vol 30, No 4 screening tool such as MUST (NICE, 2012), and this is now widely used as a simple measure for identifying patients at nutritional risk. Recording the outcome of these screening tools at regular intervals can help to identify trends in a patient’s nutritional state and mean that any reduction will be picked up quickly. Available online: www.nice.org.uk/ guidance/qs24/chapter/quality-statement1-screening-for-the-risk-of-malnutrition (accessed 23, March, 2016) NICE (2014) Pressure ulcers: prevention and management. Available online: www.nice. org.uk/guidance/cgl79 (accessed 24 June, 2016) NICE (2015) Pressure ulcers: NICE Quality Further research into the role of nutrition in promoting pressure ulcer healing is required. This is echoed by the James Lind Pressure Ulcer Partnership (www.jla.nihr.ac.uk), which has highlighted diet and pressure ulcer research as one of its key areas for further investigation. JCN REFERENCES Bennett G, Dealey C, Posnett J (2004) The cost of pressure ulcers in the UK. Age Ageing 33(3): 230-235 Cereda E, Gini A, Pedroli C,Vanotti A (2009) Disease-specific, versus standard, nutritional support for the treatment of pressure ulcers in institutionalized older adults: a randomised controlled trial. Geriatrics Society 57(8): 1395-1402 Dealey C, Posnett J, Walker A (2012) The cost of pressure ulcers in the United K ingdom./ Wound Care 21(6): 261-6 Desneves KJ,Todorovic BE, Cassar A, Crowe TC (2005) Treatment with supplementary Standards. Available online: www.nice.org. uk/guidance/qs89 (accessed 24 June, 2016) NPUAP (2014) Prevention and Treatment of Pressure Ulcers: Clinical Practice Guideline. Available online: http://www.npuap.org (accessed 24 June, 2016) Posthauer ME, Banks M, Dom er B & Schols, J (2015) The Role of Nutrition for Pressure Ulcer Management: NPUAP EPUAP, and Fhn Fhcific Pressure Injury Alliance White Paper. Adv Skin Wound Care 28(4): 175-88 Taylor C (2014) Looking at malnutrition from the patient’s perceptive. / Comm Nurs 28(2): 38-44 TodorvicV, Russell C, Elia M (2003) The M U S T ‘ Explanatory Booklet. A guide to the Malnutrition Universal Screening Tool’for Adults. Available online: www.bapen.org. uk (accessed 24 June, 2016) Van Anholt RD, Sobotka L, Meijer ER et al (2010) Specific nutritional support accelerates pressure ulcer healing and reduces wound care intensity in nonmalnourished patients Nutrition 26(9): arginine, vitamin C and zinc in patients with pressure ulcers: a randomised controlled trial. Clinical Nutrition 24(6): 979-87 DH (2014) The NHS Outcomes Framework 2014/15. Available online: www.gov.uk (accessed on 29 June, 2016) Elia M (2000) Guidelines for Detection. National Patient Safety Goals Sample Essay Assignment.

Academic Success Professional Development Plan Part 1 Network Success

Academic Success and Professional Development Plan

Part 1: Developing an Academic and Professional Network

When was the last time you read 
Devotions Upon Emergent Occasions and Several Steps in my Sickness—Meditation XVII
?

Unless you are a student of 17th-century poetry, you may not be all that familiar with this piece by author John Donne. However, you may be much more familiar with one of its well-known phrases: “No man is an island.”

As you begin your journey toward achieving your academic and professional goals, you have a great opportunity to network with academics and professionals who can help ensure you do not travel alone. This network can help to clarify your own vision for success and can help guide you now and in the future. To paraphrase Donne, no one is an island. Academic Success Professional Development Plan.

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Begin creating an academic and professional network by identifying which academic and professional connections and resources you need to collaborate with to be successful in your MSN program and as a practicing nurse.

To Prepare:

Consider individuals, departments, teams, and/or resources within Walden University and within your profession that you believe can support your academic and professional success.

Identify at least two academic and at least two professional individuals, colleagues, or teams to collaborate with to help you be successful in your MSN program and as a practicing nurse.

Download the 
Academic Success and Professional Development Plan Template
.

The Assignment:

(I AM AN RN CURRENTLY ENROLLED IN THE PSYCH NURSE PRACTITIONER PROGRAM I HAVE BEEN A NURSE SINCE 2011 MARRIED WITH 4 KIDS IN KANSAS) PLEASE ASK ME MORE QUESTIONS AS NEEDED.

Academic and Professional Network

Complete Part 1 of your 
Academic Success and Professional Development Plan Template
. Be sure to address the following:

Identify 
at least two
 academic and 
at least two
 professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse.

Explain why you selected these individuals and/or teams and how they will support your success in the MSN program and as a practicing nurse Academic Success Professional Development Plan.

Academic and Professional Success Plan Template

 
Prepared by:

 

This document is to be used for 
NURS 6002 Foundations of Graduate Study
 to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.

For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.

Week 1
|
Part 1
:
My Academic and Professional Network

I have identified and secured the participation of the following
academic (at least two) and professional
(at least two) individuals and/or teams to form the basis of my network.
This network
will help me to clarify my vision for success and will help guide me now and in the future.

Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section. Academic Success Professional Development Plan.

NETWORK MEMBER 1

 
Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes:

NETWORK MEMBER 2

 
Name:

Title:

Organization:

Academic or Professional:

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

Notes:

NETWORK MEMBER 3

 

Name:

 

 

Title:

 

 

Organization:

 

 

Academic or Professional:

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

Notes:

 

 

NETWORK MEMBER 4

 

Name:

 

 

Title:

 

 

Organization:

 

 

Academic or Professional:

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

Notes:

 

 

 

ADDITIONAL NETWORK MEMBERS

 

 

Week 2 | Part 2:
Academic Resources and Strategies

 

I have identified the following
academic resources
and/or
strategies
that can be applied to success in the nursing practice in general or my specialty in particular.

 

Directions: In the space below Identify and describe 
at least three academic resources
 or strategies that can be applied to the MSN program, and 
at least three
 
professional resources
 that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.

 

 

Academic Resource/Strategy
 1

 

 

 

 

Academic Resource/Strategy
 2

 

 

 

 

Academic Resource/Strategy
 3

 

 

 

 

Professional Resource/Strategy
 1

 

 

 

Professional Resource/Strategy
 2

 

 

 

Professional Resource/Strategy
 3

 

 

 

 

ADDITIONAL RESOURCES/STRATEGIES

 

 

 

 

 

Week 3 | Part 3: 
Strategies to Promote Academic Integrity and Professional Ethics

 

I have analyzed the
relationship between academic integrity and writing
, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

 

Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between 
Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).

 

 

Part 1: Writing Sample:
The Connection Between Academic and Professional Integrity

 

In the space below write a 2- 3-paragraph analysis that includes the following:

 

Explanation for the relationship between academic integrity and writing

Explanation for the relationship between professional practices and scholarly ethics

Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.

Use Grammarly and SafeAssign to improve the product.

Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity Academic Success Professional Development Plan.

 

PART 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Part 1 by:

Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

 

Week 4 | Part 4: 
Research Analysis

I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article.  The results of these efforts are shared below.

Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.

Step 1:
Research Analysis

Complete the table below

Topic of Interest:

 

Research Article:
Include full citation in APA format, as well as link or search details (such as DOI)

Academic Success Professional Development Plan

Professional Practice Use:
One or more professional practice uses of the theories/concepts presented in the article

Research Analysis Matrix
Add more rows if necessary

Strengths of the Research

Limitations of the Research

Relevancy to Topic of Interest

Notes

 

Step 2: Summary of Analysis

Craft a summary (2-3 paragraph) below that includes the following:

Describe your approach to identifying and analyzing peer-reviewed research

Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research

Identify at least one resource you intend to use in the future to find peer-reviewed research

 

Week 5 | Part 5: 
Professional Development

 

I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.

 

The results of my efforts are below.

 

Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by completing a statement identifying your professional development goals space identified. Complete Step 3 by writing a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

Step 1: Curriculum Vitae (CV)

Use the space below to write your CV based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below.

NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs. Academic Success Professional Development Plan.

Step 2: Professional Development Goals

Use the space below to write a statement identifying your professional development goals.

Step 3: Alignment with Social Change

Use the space below to write a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

Week 6 | Part 6: 
Finalizing the Plan

I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty.  I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.

The results of my efforts are below.

Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

Step 1: Comparison of Nursing Specialties

Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision. Academic Success Professional Development Plan.

Step 2: Justification of Nursing Specialty

Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

Step 3: Professional Organizations

Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization. Academic Success Professional Development Plan.

– END –

NURS 4315 Senior Practicum Poster Board Presentation

Practicum Project Presentation

Topic:
 Patient Safety: FALLS

Topics to focus on:

ORDER A PLAGIARISM-FREE PAPER HERE

Define fall.

Types of falls (fall are categorized as)

Injury levels are categorized as

Risk factors.

Hester Davis Fall Prevention Program

What can staff members do to prevent falls?

What can patients do to prevent falls?

Cost of falls according to CMS

Info about standard room with a fall mat

1 fact about Posey belt (such as used when a patient is up; quick release belt)

ORDER NOW FOR A COMPLETE, ORIGINAL ORDER on NURS 4315 Senior Practicum Poster Board Presentation

Hey! I have the rubric, topic and specific information to focus on, and some sources I found with some good information . I would like for the I highlighted areas to be included, most it is important. If you can please make me a poster presentation example along with an outline of the information like you did the last project that would be great. Thank you!

Attachment preview
Poster Board Presentation

Grading Rubric

NURS 4315 Senior Practicum

Grading Criteria

Points

Poster Board Presentation:

APA format (6th edition). Presentations should follow guidelines for research presentation in APA format. A minimum of three (3) to five (5) scholarly references should be cited internally within the presentation as needed as well as on the reference page. Plagiarism will result in an automatic deduction of all points in this area. NURS 4315 Senior Practicum Poster Board Presentation. Presentations should be presented on a tri-fold poster board.

/10

Topic to be decided by student and nurse manager or nurse educator. Submit topics via the assignment folder in D2L by March 11, 2019.

/15

Healthcare topic researched thoroughly.

/15

Presentation:

Briefly discuss the areas of the topic as if you were presenting in front of

an audience.

/10

Creativity

/30

Presentation should scholarly and meet the criteria of the manager or educator. Content should be organized according to the flow. Be sure show your presentation to faculty before turning it in to the unit. Due to clinical faculty no later than April 8, 2019. NURS 4315 Senior Practicum Poster Board Presentation

/20

Total Possible Points

/100

Spring 2019

Poster Board Presentation

Grading Rubric

NURS 4315 Senior Practicum

Grading Criteria

Points

Poster Board Presentation:

APA format (6th edition). Presentations should follow guidelines for research presentation in APA format. A minimum of three (3) to five (5) scholarly references should be cited internally within the presentation as needed as well as on the reference page. Plagiarism will result in an automatic deduction of all points in this area. Presentations should be presented on a tri-fold poster board.

          /10

Topic to be decided by student and nurse manager or nurse educator. Submit topics via the assignment folder in D2L by March 11, 2019.

          /15

Healthcare topic researched thoroughly.

           /15

Presentation:

Briefly discuss the areas of the topic as if you were presenting in front ofan audience.

NURS 4315 Senior Practicum Poster Board Presentation

/10

Creativity

/30

Presentation should scholarly and meet the criteria of the manager or educator. Content should be organized according to the flow. Be sure show your presentation to faculty before turning it in to the unit. Due to clinical faculty no later than April 8, 2019.

/20

 

Total Possible Points
 

/100

Spring NURS 4315 Senior Practicum Poster Board Presentation

Delirium Patients in the ICU Research Paper Assignment

Please follow the grading rubric. The paper should be 900 words APA format, based on the attached outline, and about the subject mentioned in the PICO question. The outline and annotated bibliography documents from down below will help you write this paper with ease.

You have to be very specific to the PICO question!

P:
 Adult critical care patients.

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I:
 Implement policies and interventions to reduce and eliminate ICU delirium.

C:
 Patients who are not on sedation drugs in the ICU.

O:
 Decrease the incidence or even eliminate delirium in ICU patients and decrease the length of stay of patients in the ICU.

PICO Question

Does limited use of sedation drugs with limited length of stay in critical care reduce delirium in critically ill patients compared to patient who are not on sedation drugs in the ICU?

NURS 6990-D02 Middle Tennessee State University

OUTLINE – Research Paper on Delirium Patients in the ICU Assignment

Effect of Limited Sedation on Delirium

Introduction

Delirium is a primary adverse event in ventilated patients who receive long-term treatment.

Too much sedation is associated with a longer duration of mechanical ventilation and a longer intensive care unit (ICU) stay. Delirium Patients in the ICU Research Paper Assignment.

Limited sedation may reduce these adverse effects.

Previous studies demonstrated that patients under mechanical ventilation exhibit a higher risk of experiencing delirium than non-mechanically ventilated patients.

This study will evaluate risk factors for delirium in limited sedation patients

Methods

Patients

In this planned study patients will be selected from a previous study

Patients who underwent sequential sedation will be enrolled.

Clinical Data
. Patient demographic characteristics included age, gender, body mass index (BMI), allergic history, drinking and smoking status, and medical history, including the presence or absence of hypertension. Delirium Patients in the ICU Research Paper Assignment.

Delirium Assessment.
 The primary endpoint of this study will be the occurrence of delirium.

Statistical Analysis.
 Statistical analyses were performed using SPSS

Results

Table will be used to presents demographic data and baseline characteristics of patients with or without delirium.

Data will be used to evaluate risk factors for delirium in sequential sedation patients

Univariate and multivariate Cox proportional hazards regressions will be used to predict risk factors.

Clinical data will include the use of sedative and analgesic medications, mechanical ventilation status, and sequential sedation characteristics.

It will involve Delirium Assessment among the patients.

The results of this study should demonstrate that sequential sedation with dexmedetomidine was a protective method to prevent delirium. Delirium Patients in the ICU Research Paper Assignment.

Results should show that management strategies may sometimes require alteration to reduce the incidence and severity of delirium in sequential sedation patients.

Conclusion:

The results used demonstrated that limited sedation is a protective method to prevent delirium.

Results should suggest that management strategies may sometimes require alteration to reduce the incidence and severity of delirium in sequential sedation patients.

Research Paper on Delirium Patients in the ICU Assignment References

Djaiani, G., Silverton, N., Fedorko, L., Carroll, J., Styra, R., Rao, V., & Katznelson, R. (2016). Dexmedetomidine versus propofol sedation reduces delirium after cardiac surgery a randomized controlled trial. 
Anesthesiology: The Journal of the American Society of Anesthesiologists
, 
124
(2), 362-368.

Jackson, P., & Khan, A. (2015). Delirium in critically ill patients. 
Critical care clinics
, 
31
(3), 589-603.

Lee, J., Choi, S., Park, Y., Lee, C. H., Lee, S. M., Yim, J. J., … & Kim, Y. (2017). C53 CRITICAL CARE: DELIRIUM AND THE EXPECTED AND UNEXPECTED CONSEQUENCES OF SEDATION/ANALGESIA IN THE ICU: Effect of Recent Alcohol, Smoking and Psychotropic Drug Use on Delirium In ICU. 
American Journal of Respiratory and Critical Care Medicine
, 
195
.

Lee, J., Choi, S., Park, Y., Lee, C. H., Lee, S. M., Yim, J. J., … & Kim, Y. (2017). C53 CRITICAL CARE: DELIRIUM AND THE EXPECTED AND UNEXPECTED CONSEQUENCES OF SEDATION/ANALGESIA IN THE ICU: Effect of Recent Alcohol, Smoking and Psychotropic Drug Use on Delirium In ICU. 
American Journal of Respiratory and Critical Care Medicine
, 
195
.

Lyons, P. G., Snyder, A. M., Edelson, D. P., Mokhlesi, B., & Churpek, M. M. (2016). C50 CRITICAL CARE: DELIRIUM AND SEDATION IN THE ICU: The Association Between Opioid and Benzodiazepine Use on Clinical Deterioration in Hospitalized Patients on The Wards. 
American Journal of Respiratory and Critical Care Medicine
, 
193
, 1. Delirium Patients in the ICU Research Paper Assignment.

Lyons, P. G., Snyder, A. M., Edelson, D. P., Mokhlesi, B., & Churpek, M. M. (2016). C50 CRITICAL CARE: DELIRIUM AND SEDATION IN THE ICU: The Association Between Opioid and Benzodiazepine Use on Clinical Deterioration in Hospitalized Patients On The Wards. 
American Journal of Respiratory and Critical Care Medicine
, 
193
, 1.

Salluh, J. I., Wang, H., Schneider, E. B., Nagaraja, N., Yenokyan, G., Damluji, A., … & Stevens, R. D. (2015). Outcome of delirium in critically ill patients: systematic review and meta-analysis. 
bmj
, 
350
, h2538.

Traube, C., Silver, G., Reeder, R. W., Doyle, H., Hegel, E., Wolfe, H. A., … & Buttram, S. D. (2017). Pediatric delirium in critically-ill children: An international point prevalence study. 
Critical care medicine
, 
45
(4), 584.

Vallabhajosyula, S., Kanmanthareddy, A., Morrow, L. E., & Esterbrooks, D. J. (2016). C50 CRITICAL CARE: DELIRIUM AND SEDATION IN THE ICU: Role Of Statins in Delirium Prevention In Critically Ill And Cardiovascular Surgery Patients: A Meta-Analysis. 
American Journal of Respiratory and Critical Care Medicine
, 
193
, 1.

Search Methods Draft

Scholarly Synthesis

NURS 6990-D02

Spring 2019

NURS 6990 Scholarly Synthesis

Search activity

My research question:

 

In critically ill patients in the ICU (P), with limited use of sedation drugs (I), compared to not using sedation drugs (C), reduce delirium (P)?

Places to search for information:

 

School online library, and google scholar Delirium Patients in the ICU Research Paper Assignment

List of sources searched:

Date of search

Search strategy used, including any limits

Total number of results found

Comments

1.      Lee, J., Choi, S., Park, Y., Lee, C. H., Lee, S. M., Yim, J. J., … & Kim, Y. (2017). C53 CRITICAL CARE: DELIRIUM AND THE EXPECTED AND UNEXPECTED CONSEQUENCES OF SEDATION/ANALGESIA IN THE ICU: Effect of Recent Alcohol, Smoking and Psychotropic Drug Use on Delirium In ICU. 
American Journal of Respiratory and Critical Care Medicine
, 
195
.2.      Lyons, P. G., Snyder, A. M., Edelson, D. P., Mokhlesi, B., & Churpek, M. M. (2016). C50 CRITICAL CARE: DELIRIUM AND SEDATION IN THE ICU: The Association Between Opioid and Benzodiazepine Use on Clinical Deterioration in Hospitalized Patients On The Wards. 
American Journal of Respiratory and Critical Care Medicine
, 
193
, 1.

3.      Djaiani, G., Silverton, N., Fedorko, L., Carroll, J., Styra, R., Rao, V., & Katznelson, R. (2016). Dexmedetomidine versus propofol sedation reduces delirium after cardiac surgery, a randomized controlled trial. 
Anesthesiology: The Journal of the American Society of Anesthesiologists
, 
124
(2), 362-368.

 

13 February 2019

Boolean operators

Delirium Patients in the ICU Research Paper Assignment

15,700

 Using the AND operator was very useful in narrowing the research to only include sedation use and delirium.

1.      Salluh, J. I., Wang, H., Schneider, E. B., Nagaraja, N., Yenokyan, G., Damluji, A., … & Stevens, R. D. (2015). Outcome of delirium in critically ill patients: systematic review and meta-analysis. 
bmj
, 
350
, h2538.2.      Vallabhajosyula, S., Kanmanthareddy, A., Morrow, L. E., & Esterbrooks, D. J. (2016). C50 CRITICAL CARE: DELIRIUM AND SEDATION IN THE ICU: Role of Statins in Delirium Prevention in Critically Ill and Cardiovascular Surgery Patients: A Meta-Analysis. 
American Journal of Respiratory and Critical Care Medicine
, 
193
, 1.

13 Feb 2019

Truncation

15, 000

 This strategy was useful in restricting the search to a word stem.

 

Delirium Patients in the ICU Research Paper Assignment

1.      Lyons, P. G., Snyder, A. M., Edelson, D. P., Mokhlesi, B., & Churpek, M. M. (2016). C50 CRITICAL CARE: DELIRIUM AND SEDATION IN THE ICU: The Association Between Opioid And2.       Benzodiazepine Use on Clinical Deterioration in Hospitalized Patients on The Wards. 
American Journal of Respiratory and Critical Care Medicine
, 
193
, 1.

3.      Lee, J., Choi, S., Park, Y., Lee, C. H., Lee, S. M., Yim, J. J., … & Kim, Y. (2017). C53 CRITICAL CARE: DELIRIUM AND THE EXPECTED AND UNEXPECTED CONSEQUENCES OF SEDATION/ANALGESIA IN THE ICU: Effect of Recent Alcohol, Smoking and Psychotropic Drug Use on Delirium In ICU. 
American Journal of Respiratory and Critical Care Medicine
, 
195
.

14 Feb. 2019

Parentheses

15,600 

 This strategical was helpful in making the search logical by pacing sedation use and delirium appear on the same search.

1.      Jackson, P., & Khan, A. (2015). Delirium in critically ill patients. 
Critical care clinics
, 
31
(3), 589-603.2.      Traube, C., Silver, G., Reeder, R. W., Doyle, H., Hegel, E., Wolfe, H. A., … & Buttram, S. D. (2017). Pediatric delirium in critically-ill children: An international point prevalence study. 
Critical care medicine
, 
45
(4), 584.

14 Feb 2019

 

Delirium Patients in the ICU Research Paper Assignment

For this Cultural Awareness and Health Literacy Level Essay Assignment Discussion, you will analyze a health-related scenario to determine how differences in health literacy levels may affect the success of a public health outreach program. In addition, you will consider the appropriateness of the outreach material from a cultural awareness standpoint, and how you might apply the lessons learned from the scenario to improve additional outreach efforts.

With these thoughts in mind:

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Consider the following scenario:

You are a public health or healthcare administration professional charged with implementing a new outreach program for colorectal cancer in an urban population. You are handed materials and protocols used in a previous outreach program targeting college-educated white adults. Be sure to take into account health literacy levels in your Discussion. Cultural Awareness and Health Literacy Level Assignment

Submit a 3- to 4-paragraph post that includes the following:

Explain how differences in health literacy levels may affect the success of your outreach program.

Next, using the concept of culturally competent care covered in this week’s Learning Resources, identify two ways in which the outreach material or protocols may not be appropriate for your population. Cultural Awareness and Health Literacy Level Assignment

What lessons can you take from this experience with colorectal outreach efforts, and how might you apply these lessons to improving breast cancer screening?

Refer to the Hasnain, Menon, Ferrans, and Szalacha (2014) article found in this week’s Learning Resources. Cultural Awareness and Health Literacy Level Assignment

JOURNAL OF WOMEN’S HEALTH Volume 23, Number 7, 2014 ª Mary Ann Liebert, Inc. DOI: 10.1089/jwh.2013.4569 Breast Cancer Screening Practices Among First-Generation Immigrant Muslim Women Memoona Hasnain, MD, MHPE, PhD,1 Usha Menon, PhD, RN, FAAN,2 Carol Estwing Ferrans, PhD, RN, FAAN,3 and Laura Szalacha, EdD 4 Abstract Background: The purpose of this study was to identify beliefs about breast cancer, screening practices, and factors associated with mammography use among first-generation immigrant Muslim women in Chicago, IL. Methods: A convenience sample of 207 first-generation immigrant Muslim women (Middle Eastern 51%; South Asian 49%) completed a culturally adapted questionnaire developed from established instruments. The questionnaire was administered in Urdu, Hindi, Arabic, or English, based on participant preference. Internalconsistency reliability was demonstrated for all scales (alpha coefficients ranged from 0.64 to 0.91). Associations between enabling, predisposing, and need variables and the primary outcome of mammography use were explored by fitting logistic regression models. Cultural Awareness and Health Literacy Level Essay Assignment. Results: Although 70% of the women reported having had a mammogram at least once, only 52% had had one within the past 2 years. Four factors were significant predictors of ever having had a mammogram: years in the United States, self-efficacy, perceived importance of mammography, and intent to be screened. Five factors were significant predictors of adherence (having had a mammogram in the past 2 years): years in the United States, having a primary care provider, perceived importance of mammography, barriers, and intent to be screened. Conclusions: This article sheds light on current screening practices and identifies theory-based constructs that facilitate and hinder Muslim women’s participation in mammography screening. Our findings provide insights for reaching out particularly to new immigrants, developing patient education programs grounded in culturally appropriate approaches to address perceived barriers and building women’s self-efficacy, as well as systemslevel considerations for ensuring access to primary care providers. Introduction B reast cancer is a leading cause of death and disability globally and is the most commonly diagnosed cancer in women, regardless of race or ethnicity, in the United States.1 Early detection of breast cancer is a key to reducing morbidity and mortality. Substantial increases in mammography use in the 1990s resulted in up to 30% reduction in mortality attributed to breast cancer.2–8 Despite these advances, segments of our population have not benefited from cancer prevention and control efforts, and disparities in breast cancer screening and health outcomes persist for minority groups.1,9–15 Low mammography use has been associated with a variety of factors, including not having a medical home, not having health insurance, being a recent immigrant, and having low levels of knowledge and awareness about breast cancer.16–18 Migration to Western countries and increased length of stay are associated with increased risk of breast cancer,19 which in turn is attributed to a number of factors and is compounded by barriers to timely screening.20 Ethnicminority women residing in Western countries are more likely to be diagnosed with advanced-stage disease and hence have higher mortality rates.21 This often results from lower utilization of timely breast cancer screening services.22–26 Personalizing or tailoring education about mammography to 1 Department of Family Medicine, College of Medicine, University of Illinois at Chicago, Chicago, Illinois. College of Nursing, The Ohio State University, Columbus, Ohio. 3 College of Nursing, University of Illinois at Chicago, Chicago, Illinois. 4 Center for Research and Transdisciplinary Scholarship, College of Nursing, The Ohio State University, Columbus, Ohio. Cultural Awareness and Health Literacy Level Essay Assignment. This research was presented at Women’s Health 2012: The 20th Annual Congress in Washington, DC, and received the First Place Award in Community & Public Health Research from the Office of Research on Women’s Health, National Institutes of Health. 2 602 BREAST CANCER SCREENING FOR MUSLIM WOMEN patients’ culture and beliefs has the potential to increase breast cancer prevention awareness and screening utilization.27–33 The purpose of this study was to identify beliefs about breast cancer, screening practices, and factors associated with mammography use among first-generation immigrant Muslim women (born outside the United States) in Chicago, IL. In the United States, immigrant Muslim women represent a fastgrowing and understudied population whose healthcare behaviors and utilization of health services, including cancer screening, are influenced by religious and cultural beliefs.34–38 There is a paucity of rigorous theory-based, descriptive, and intervention research on this population, and few studies have evaluated breast cancer incidence, stage, treatment, and mortality rates for Muslim women. Preliminary evidence suggests that Muslim women underutilize mammography.34,39–40 More importantly, lack of cultural accommodation hinders Muslim women’s utilization of mammography services. When breast cancer screening programs are not structured in a manner consistent with their beliefs and customs, Muslim women choose not to participate.34,39–40 The number of Muslims in the United States is estimated to be 2–6 million (47% women) and growing.41–43 African American Muslims indigenous to the United States comprise the largest number of American Muslims. Apart from these, immigrant Muslims are extremely varied ethnically, coming from virtually every country where Muslims live. The largest group of Muslim immigrants in the United States is from South Asian (SA) countries (33%), followed by the Middle Eastern (ME) countries (25%).44 Hence, these two immigrant groups were the focus of our research. The limited literature on ME women indicates that breast cancer is a leading cause of cancer-related mortality in this group in their home countries, as well as when they immigrate to Western countries.45–51 Within the United States, breast cancer is the most frequently diagnosed cancer among SA women in California.52 In the United Kingdom, the risk of breast cancer among SA women differs according to their specific ethnic subgroup; Muslim women from India and Pakistan are almost twice as likely to develop breast cancer as their counterparts.53 In Australia, immigrants from Pakistan, a country with a predominantly (95%) Muslim population,54 present with the highest age-standardized breast cancer mortality rate.55 Multiple factors, such as language barriers; lack of medical insurance; geographical barriers; and limited knowledge, education, and access to healthcare services, contribute to barriers faced by immigrant women in accessing and utilizing healthcare.56 In order to identify factors that influence Muslim women’s decision making to engage in breast cancer screening, our study had the following three primary objectives: 1. Develop a culturally relevant survey to assess screening practices and to identify factors associated with mammography use by Muslim women. 2. Confirm psychometric properties of survey subscales in differing languages. 3. Explore the associations between mammography use and predisposing, enabling, and need variables. Cultural Awareness and Health Literacy Level Essay Assignment. Three theoretical models—the Andersen Behavioral Model of Health Services Utilization,57,58 the Health Belief 603 Model,59–61 and the Transtheoretical Model62–64—were used to guide the development of the study. Materials and Methods Study design and setting A cross-sectional study design was used to survey 215 first-generation immigrant Muslim women. The study was conducted in Chicago, IL, home to a large number of immigrant Muslims. According to estimates by the Council of Islamic Organizations of Greater Chicago, approximately 400,000 Muslims live in the Chicago area. Recruitment sites were several Chicago-based community agencies and faithbased institutions. Data collectors were bilingual or trilingual females and were trained research interviewers. Survey development and translation took place in 2008 and 2009; survey administration and data collection, in 2009 and 2010. The Institutional Review Board of the University of Illinois at Chicago approved this study. Measures and survey development A written survey was developed to collect information on two sets of core measures: 1. Breast cancer screening practices, with mammography the primary dependent variable. Participants were asked about their past mammography use and future intent to screen in order to assess stage of readiness. Mammography use was categorized as (a) never having had a mammogram (never-screened group), (b) having had at least one mammogram but none in the past 2 years (overdue group), and (c) having had a mammogram in the past 2 years (adherent group). For our study, the National Cancer Institute recommendations for breast cancer screening were used to define adherence: mammogram screening every 1–2 years, beginning at age 40.64 2. Predictors of mammography screening, organized into predisposing, enabling, and need categories (see Table 1). Three instruments—the Champion Breast Health Survey,65 Ferrans Cultural Beliefs Scale,66 and Suinn-Lew Asian SelfIdentity Acculturation Scale (SL-ASIA)67—were adapted, combined into one survey, and translated into the study languages (Urdu, Hindi, and Arabic). Focus groups were conducted to confirm that the survey items were understandable and culturally relevant to the target population (described later). Champion Breast Health Survey. The widely used subscales for breast cancer screening beliefs (perceived susceptibility, perceived benefits, perceived barriers, and perceived self-efficacy), with established reliability and validity,68 were included in our study. All subscales have good internal consistency reliability (Cronbach’s alphas greater than 0.70) and construct validity (demonstrated by confirmatory factor analysis; all subscales were unidimensional). Ferrans Cultural Beliefs Scale. This scale, which measures cultural beliefs about breast cancer, has previously been tested with African American, Hispanic, and Caucasian women. The instrument focuses on beliefs in three content 604 HASNAIN ET AL. Table 1. Predictors of Mammography Use Predisposing a Perceived risk (susceptibility) for developing breast cancer Perceived benefitsa— positive outcomes associated with screening for breast cancer Perceived barriersa—obstacles associated with breast cancer screening Self-efficacya—self-confidence in one’s ability to get a mammogram Knowledgea—cognitive information about breast cancer risk, screening recommendations, causes, treatment, and cure Emotional factors—fear and shame associated with breast cancer and mammography screening Cultural factorsb—cultural beliefs regarding breast cancer Global rating of importance of mammography—self-perceived overall importance of the need for getting a mammogram Enabling Need Education Income Insurance—third-party payer of healthcare costs Acculturationc—modification of the culture of a group or individual as a result of contact with a different culture Self-perceived health status Physician recommendation— patients’ perception of recommendation by their respective providers to screen a Source: Champion Breast Health Survey65 modified/refined via focus groups. Source: Ferrans Cultural Beliefs Scale.66 c Source: Suinn-Lew Asian Self-Identity Acculturation Scale (SL-ASIA).67 b areas: those that make women feel less vulnerable to breast cancer, those that discourage participation in breast cancer screening, and those about the lack of efficacy of breast cancer treatment. Higher scores on the Ferrans scale indicated that more cultural myths inhibiting screening were believed Cultural Awareness and Health Literacy Level Essay Assignment. The scale has demonstrated reliability (alpha = 0.73) and validity in the populations tested.69 Suinn-Lew Asian Self-Identity Acculturation Scale. The SL-ASIA67 was originally modeled after the Acculturation Rating Scale for Mexican Americans70 and has been developed for and extensively tested with East Asian groups. The measurement approach recognizes the multidimensionality of the acculturation process and takes into account the issue of bicultural development. The instrument assesses cognitive, behavioral, and attitudinal areas, and its 21 multiple-choice questions yield five factors and a single acculturation score that range from 1:00 (low acculturation) to 5:00 (high acculturation). The scale demonstrated internal consistency reliability (Cronbach’s alpha: 0.88–0.91 in two studies) and concurrent validity.67 The questions in the scale are generic; to make the scale more relevant to our study population, we changed country/region names to represent those of our study population. Global rating of importance of mammography screening. A 10-point Likert-type scale measuring global rating of the importance of regularly getting mammograms (ranging from ‘‘not at all important’’ to ‘‘very important’’) developed for this study was also included in the survey. Cultural adaptation and refinement of survey via focus groups. To account for regional and ethnic differences in beliefs and to add culturally relevant content, two focus groups were conducted (one each for SA and ME women), with 10–12 participants in each group. To be eligible to participate in the focus groups, participants had to be female, Muslim (defined as those who self-identify with the Islamic faith), aged 40 years or older, first-generation immigrants (18 years or older on arrival in the United States) from the Middle East or South Asia and able to read, write, and speak English and one of the study languages (Urdu, Hindi, Arabic). Two of the study authors (Memoona Hasnain and Usha Menon, who are fluent in Urdu and Hindi), moderated the focus groups. An Arabic-language translator participated in the Middle Eastern focus group. We used a semistructured format to refine survey items and to identify new items. The process was used to confirm that the survey items were understandable and culturally relevant to the target population. Cultural Awareness and Health Literacy Level Essay Assignment. Based on participant input, the Champion scales were adapted; some of the items were reworded, some items were removed, and others were added. See Appendix 1 for the modified Champion scales. No changes were made to the Ferrans Cultural Beliefs Scale and SL-ASIA; both were determined to be understandable and culturally appropriate by the focus groups in their original form. Translation of survey. To address language barriers, the culturally adapted survey and other study documents (informational flyer and consent brochure) were translated into Urdu, Hindi, and Arabic. The committee-translation method71 was utilized, as it is a more rigorous process than using a single translator. A translation team consisting of three translators and a language expert (adjudicator) was established for each language to guide the translation. This systematic development of study survey and other documents BREAST CANCER SCREENING FOR MUSLIM WOMEN increased the likelihood of developing a culturally appropriate and psychometrically sound survey. Sample and data collection Sample size. Cultural Awareness and Health Literacy Level Essay Assignment. A sample size of 230 participants (115 per ethnic group) was planned on the basis of recommendations by Nunnally72 for measurement reliability. To account for incomplete data, we planned to oversample by 9% for a total 250 participants. First-generation immigrant Muslim women (same eligibility criteria as for those who participated in the focus groups) were eligible for the study. Given the exploratory nature of this study, self-reported mammography-screening practices were not verified via medical records. Recruitment and data-collection procedures. Participants were selected from a purposive sample of Muslim women residing in Chicago, IL. Participant recruitment and datacollection procedures were standardized and kept similar for both SA and ME women. Study flyers, in English and translated languages, inviting participation were circulated electronically and posted in community agencies and mosques. Trained research assistants approached women at community sites and used snowball sampling to accrue the proposed sample size. After obtaining full written informed consent, the in-person survey was administered to eligible participants at data-collection sites. Participants received a small monetary incentive to participate in the study. Statistical analyses In addition to psychometric assessment (reliability and validity) of the various scales used in each of the three language groups, descriptive statistics, bivariate correlations, contingency-table analyses, analyses of variance (ANOVAs), and hierarchically nested logistic regression models were conducted. Owing to the significant differences in screening behavior based on ethnicity, we stratified by ethnicity for all bivariate analyses. For each outcome—(1) ever having had a mammogram versus not and (2) adhering to mammogram guidelines (mammogram within the past 2 years) versus not—modeling began with all sociodemographic characteristics. Model 2 contained only cultural and health-related predictors. Model 3 included all sociodemographic and cultural and health-related predictors significant in Models 1 and 2 at alpha = 0.10. We then tested for statistical interactions as was necessary. The sample size was insufficient to fit separate logistic models for ME and SA women. Therefore, we tested for ethnicity in the models. Finally, only one participant completed the survey in Hindi, precluding psychometric analysis for data collected in that language; hence, data from the Hindi survey were not included in the analysis. Data analysis was performed using SPSS v. 21 (IBM, New York). Psychometric analyses Each of the established scales, translated into Urdu and Arabic from English, was examined for reliability (internal consistency) and validity (correlations) within and across each language group. More than one-third of the participants 605 completed the survey in English (38.2%, n = 79), one-third in Arabic (35.3%, n = 73), and about one-fourth in Urdu (26.1%, n = 54). Every subscale was internally consistent, with alpha coefficients ranging from 0.72 to 0.92, and constructs expected to be related were significantly appropriately correlated (e.g., benefits and self-efficacy r = 0.53, p < 0.001, barriers and cultural beliefs r = 0.39, p < 0.001). There were no significant differences based on the language of the survey, so we analyzed the combined data. Results Sample characteristics The 207 participants had emigrated from 13 South Asian and Middle Eastern nations: The largest proportions were from Pakistan (30%, n = 65), Palestine (21%, n = 45), and India (17%, n = 37). Although 37% (n = 80) spoke primarily English, 35% (n = 75) spoke primarily Arabic, and 27% (n = 59) spoke primarily Urdu. The majority of participants were married (85%, n = 183), with a mean age of 52 years (standard deviation [SD] = 10.0). Almost one-third of the participants (31%, n = 66) were college graduates, and onethird (30%, n = 65) had a high school diploma. More than one-third (42%, n = 90) reported incomes less than $20,000, and one-third (34%, n = 70) reported having health insurance. In terms of mammography-screening practice (Table 2), 32% (n = 66) had never had a mammogram (never-screened group); 17% (n = 37) had had a mammogram but more than 2 years prior to the survey (overdue group); and 52% (n = 112) had had a mammogram within the past 2 years (adherent group). Only 20% (n = 44) reported a family history of breast cancer. Bivariate analyses There were significant differences in mammographyscreening practice based on sociodemo … Cultural Awareness and Health Literacy Level Assignment

SOWK 627 Assignment 1: 
Policy Analysis

General Information about Course Assignments 1-4

The assignments for this course include a combination of individual assignments (1 and 2) and group assignments (3 and 4), all done in collaboration with an assigned Content Cluster (groups of 4-5 students) focused on one of five broad content areas (Child Welfare, Juvenile Justice, Education, Health/Mental Health, and Poverty), a common social problem and an identified area of systemic reform. For example, a content cluster focused on Child Welfare may identify the social problem of Transition Age Youth and Homelessness upon exiting the foster care system. Cluster members as their focus area. SOWK 627 Assignment 1: Policy Analysis. They should then begin by assessing what type of systemic reform is happening around their identified issue and then each member should choose a policy that contributes and/or is related in some way to the social problem, population and area of systemic reform. Content Cluster areas/groups will be decided on no later than Class Session 2 and Content Cluster. SOWK 627 Assignment 1: Policy Analysis.

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Assignment 1 will be an individual assignment focused on a policy change in support of an identified target population within the assigned content area. Assignment 2, also an individual assignment, will build off of Assignment 1 and asks students to research available quantitative and qualitative data (obtained through informant interviews) to support implementation of their chosen policy at the organizational level (agency or system). SOWK 627 Assignment 1: Policy Analysis. Assignments 3 (Capstone paper) and 4 (Capstone presentation), both group assignments, ask content clusters to shift their research from individual policy change to large scale reform, identifying relevant policy changes and available data in support of a previously identified area of systemic reform related to their content area. Groups will also be responsible for developing and presenting an innovative model for change to address the identified area of systemic reform based on one of the models/approaches discussed during class sessions 8-11. The focus should be on systemic reform rather than a specific program for a specific agency. Because group assignments 3 and 4 build off of individual assignments 1 and 2, it is essential that content clusters consult early on in the semester with one another and throughout the semester to ensure that their individual work completed for Assignments 1 and 2 will contribute to successful completion of Assignments 3 and 4. Content Clusters should identify and determine no later than Week 3  what their common social problem and large scale reform area will be and no later than Week 4 what their individual policy topics for Assignments 1 and 2 will be. SOWK 627 Assignment 1: Policy Analysis.

Assignment 1 Guidelines

Provide an analysis of a recent policy (policies may include an enacted law, resolution or ordinance) approved at the federal, state level (state legislature) or County level (County governing body) that is related to your identified content cluster area, target population and agreed upon (by content cluster) area of systemic reform SOWK 627 Assignment 1: Policy Analysis. The policy should have been enacted within the last 5 years. We will spend some time in class discussing strategies for identifying and researching relevant policies.

Each Content Cluster should email their instructor by Week 4 with this information to ensure that the individual policies chosen by each cluster member for Assignments 1 and 2 will serve as a foundation for the successful completion of Assignments of 3 and 4.

Your paper should follow the below outline:

Introduction, Social Issue and Context for change
 – (Suggested 2-3 pages)

Introduction, title and summary of the chosen policy

What need/social problem and target population(s) does the policy seek to address? Provide relevant research/data to help the reader understand the need for the policy and who it was intended to help.

Discuss the context for change – was it driven by demographic or socioeconomic changes? By lawsuits or complaints from the field? Was it informed by human rights or social justice concerns? SOWK 627 Assignment 1: Policy Analysis. Describe the relevant historical and social context.

Is this policy part of a larger reform effort or was it developed to address a single issue? If part of a larger reform effort, briefly discuss the larger reform effort and how this policy fits into these efforts?

Explain why/how you chose this topic? What if any connection does the policy/ topic area have to you personally and/or or professionally?

Key elements of the legislative decision making process
.  (Suggested 2-3 pages)

When, where (decision making body) and by whom (author) was it introduced?

Summarize the most relevant parts of the policy (what it aims to do and how)?

Describe the legislative process from idea to enactment. Who were the key decision makers? How long did it take to go through the legislative process? Describe any barriers the policy took toward enactment.

What is the current status of the policy? Is it time limited?

Who are the proponents/opponents of the policy and what are key arguments?

What is the budget/fiscal impact for this policy? What resources will be needed to ensure implementation of the policy? SOWK 627 Assignment 1: Policy Analysis.

What impact or outcomes are expected and/or have been seen since implementation? (Suggested 1-2 pages)

Based on available research, has the policy met its intended goal(s) and/or is it likely to address the intended goal(s)?

In what ways might/are social workers be involved in the implementation of this policy?

If the policy is already in implementation, discuss briefly what implementation has been like thus far, including any challenges/barriers to implementation. If it has not yet been implemented, discuss what is expected?

Conclusion- discuss the implications of this policy for social work, social workers or and/or intended target populations. In what way does/will this policy advance social justice? SOWK 627 Assignment 1: Policy Analysis.

SOWK 627 Assignment 1: Policy Analysis

POINT ALLOCATION RUBRIC

Section 1

                       7 points

Section 2

                       7  points

Section 3

                       4 points

APA, General Grammar, Structure and Flow

                       2 points

TOTAL

                            20 points

The paper should:

Be APA-formatted throughout and include a title page, reference page(s), running header and page numbers. Use of first person should be avoided per APA.

Use double spacing, 12-point font and 1 inch margins all around

Be between 6-8 pages, not including references and appendices. Points will be deducted for papers that exceed the page limit.

Include a minimum of 7 academic references. Academic references may include journal articles, policy/research reports/data from state, county or non-profit/private agencies and/or documents obtained from government/policy source as well as course readings.

Include a link to your policy in the reference section OR include a copy of your policy as an attachment to your paper.

Late submissions will result in a 5% deduction for each day of late submission (absent prior agreement between student and instructor)

Unit 4 Activity

What is AB 12?

AB 12 is the bill that allows foster care for eligible youth to extend beyond the age of 18 and up to age 21.

Who led the Implementation Planning?

Implementation Planning was led by was led by the California Department of Social Services (CDSS), and involved a diverse group of stakeholders. CDSS and the Administrative Office of the Courts (AOC) SOWK 627 Assignment 1: Policy Analysis.

What are the elements of their proposed four-tiered framework?

The first tier is made up of stakeholders and informants which sustained the vision. The second tier is made up of a coordinating leadership team which was responsible for overseeing implementation. The third tier was made up of the Five Focus Area Teams which was responsible for guiding the efforts around the bill. The fourth tier was for stakeholder input. SOWK 627 Assignment 1: Policy Analysis.

NUR 649E Nursing Education Seminar II Essay Assignments

NUR 649E
 
Weekly Assignments

Week 3:

(Application of Technology in Nursing and Patient Education)

Each student will select one technology application and describe its use within nursing in general or in patient education. Address the significance of the selected technology, attributes of the selected technology (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which the technology application as an educational tool would provide advantages as well as disadvantages. In addition, relate the use of the selected technology application to the appropriate professional standards and competencies. NUR 649E Nursing Education Seminar II Essay Assignments.

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This assignment may be completed in one of the following formats (with quantitative criteria) listed below:

1.APA-formatted paper (1,000-1,250 words)

2.PowerPoint presentation with comprehensive speakers’ notes (12-15 slides)

3.Podcast (10-15 minutes)

4.Blog or Web page (1,000-1,250 words)

5.Any other technology application as approved by the instructor

After you have completed this assignment, you will further post the assignment to the Topic 4 Discussion Forum as specified by the instructor. Within the Topic 4 forum, select and review four technology applications that are new to you in that you have not experienced them in the nursing environment. Explain how each of the four reviewed applications may be modified or adapted for your specific field or to a specific patient population. Ask questions as needed to each classmate about the application. In addition to providing constructive feedback to your peers, your posts should include responses to any questions asked, as well as replies. NUR 649E Nursing Education Seminar II Essay Assignments.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, 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.

NUR 649E Week 1 
Question 1

Find a research article on designing learning activities that promotes critical thinking. Summarize the article for your classmates in 1-2 paragraphs. Explain why you chose this study and how this information could be used in your selected area of education (academic, staff, or patient). Be sure to include the entire citation in APA format. The article you select cannot be from any of the course materials or supplemental readings. NUR 649E Nursing Education Seminar II Essay Assignments. (Note: It is a violation of copyright law to post the entire text of an article to an online discussion board. Post only the citation information so that it can be referenced by others. Use correct APA format for citations.)

Question 2

Teaching in Nursing: A Guide for Faculty lists several principles for selecting learning activities. Select one of the principles and explain why it would be important to you in your selected area of education (academic, staff, or patient).

NUR 649E
 
Week 2: NUR 649E Nursing Education Seminar II

Question 1=

Review “Code of Fair Testing Practices in Education,” located on the American Psychological Association website at 
http://www.apa.org/science/programs/testing/fair-code.aspx
. What are your thoughts after reading the document? Did you realize it existed? How does the code apply to nursing education? The Code of Fair Testing Practices in Education is over 10 years old. Is it still relevant today? Why? If not, how should it be revised? Use correct APA format when citing.

Question 2=

What would be a reasonable evaluation strategy for patient education?

NUR 649E
 
Week 3:

Question 1=

Chapter 20 in Teaching in Nursing: A Guide for Faculty discusses the use of technology in nursing education. In addition to the technology mentioned in that chapter, there are many other types of technology devices available today such as eReaders, smartphones, and net books, to name just a few. Select one type of technology application and explain how it is changing the nature of the learning environment and/or the learner’s experience in it. NUR 649E Nursing Education Seminar II Essay Assignments.

Question 2=

Select a specific technology and describe how the use of that technology in nursing education would differ with different types of students.

Note: You may not select a technology that has already been posted by another student; you must select a different one. (This discussion question should be done in advance so that there will be no confusion on whatever technology is chosen).

NUR 649E Week 4: NUR 649E Nursing Education Seminar II

Question 1=

Review four new technology applications posted that you have not had experience with in the nursing environment. For each technology application, explain how it may be modified or adapted for your specific field or patient population. NUR 649E Nursing Education Seminar II Essay Assignments. Feel free to ask questions about the application as well. As classmates post to your assignments or ask questions, respond to each.

Question 2=

Present the history of one form of distance learning (other than online learning). Explain how the distance learning format originated. Would you consider using it in your practice? Address the advantages and disadvantages of the selected distance education format.

NUR 649E
 
Week 5:

Question 1=

Identify the personal characteristics of a student that would support his/her success in distance education. Faculty and students may need different competencies. Choose to discuss the competency needed by either faculty or students; you do not have to do both. NUR 649E Nursing Education Seminar II Essay Assignments.

Question 2=

What is the role of faculty in distance education?

NUR 649E
 
Week 6:

Question 1=

How might assessment of quality in distance education differ from assessment of quality in a traditional classroom setting?

Question 2=

Many schools hire adjunct faculty to fill online teaching positions. How might that practice impact the quality of the online education?

NUR 649E Week 7:

Question 1=

Read “Thirty-Two Trends Affecting Distance Education: An Informed Foundation for Strategic Planning,” located on the Online Journal of Distance Learning Administration website at 
http://www.westga.edu/~distance/ojdla/fall63/howell63.html
. Select one of the trends and explain how you think it will impact nursing education. NUR 649E Nursing Education Seminar II Essay Assignments. This article was written in 2003. Is there a need to update the trend to make the article relevant for today? How?

Question 2=

Provide an example of a societal trend that will likely impact nursing education and patient education in the future. Provide a multidisciplinary strategy that would maximize the positive impact the trend will have. There are numerous examples that are available; therefore, it is not appropriate to repeat one that has already been provided, unless approved by the instructor. When responding to a post, provide feedback on the strategy suggested and add an additional strategy that may be effective as well. NUR 649E Nursing Education Seminar II

NUR 649E
 
Week 8:

Question 1=

Discuss whether there should be additional criteria to become a distance nurse educator. Explain your response. If you agree that there should be additional criteria, what standards would you set?

Question 2=

Predict the career potential for nurse educators in online education. Justify your response by referring to societal trends as studied in Topic 7. NUR 649E Nursing Education Seminar II Essay Assignments.

NUR 649E
 
Week 5: NUR 649E Nursing Education Seminar II

(Distance Education Learning)

Describe an issue that impacts distance-education learning. The selected issue can be a faculty issue, student issue, or administrative issue. Examine the issue and its significance to distance education.

Assume that you are in a leadership position for the development of either nursing or patient education. Propose strategies on how your organization can meet challenges posed by the issue you selected in order to continue providing quality distance-education learning. Support your proposal by incorporating evidence-based literature and relevant professional standards.

This assignment may be completed in one of the formats (with quantitative criteria) listed below (Note: You must select a format different than the format you submitted for the Topic 3 assignment):

1.APA-formatted paper (1,000-1,250 words)

2.PowerPoint presentation with comprehensive speakers’ notes (12-15 slides)

3.Podcast (10-15 minutes)

4.Blog or Web page (1,000-1,250 words)

5.Any other technology application as approved by the instructor

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, 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.

NUR 649E
 
Week 7:

(Personal Class Design Project: Part 2) This is a group project. I will let you know what part in the team assignment I have. NUR 649E Nursing Education Seminar II Essay Assignments.

Using the “Personal Class Design Project – Part 1” assignment you began in NUR-647E, you will complete the course design to include learner objectives, outline, teaching strategies, and associated evaluation, and method.

Using Part I, write and revise the original learner objectives submitted.

Use the A-B-C-D method of writing objectives. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Refer to “NUR-649E – Nursing Education Seminar II: A-B-C-D Approach to Objective Writing” and “NUR-649E – Nursing Education Seminar II: Learning Domains.”

Map out a class time frame, outlining when to cover each of the content areas. Refer to “NUR-649E – Nursing Education Seminar II: Lesson Plan Template.”

In addition to the content area, include the class time frame:

1.Time frame for covering each topic area

2.Teaching strategy for each objective

3.How the learning will be evaluated

Include rationale for each selected instruction and the evaluation method used.

There is no predetermined length for this assignment. It is intended that each student will develop a class that can be utilized in the student’s selected area of education.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. NUR 649E Nursing Education Seminar II Essay Assignments. An abstract is not required.

NUR 649E
 
Week 8: NUR 649E Nursing Education Seminar II

(CLC – Critical Thinking Strategies Case Study)

This is a Collaborative Learning Community (CLC) assignment.

Each CLC group will design a case study (1,750-2,000 words) of an educational situation in an academic nursing or hospital-based educational setting. When designing the case study, do the following:

1.Identify the educational setting: Is it an academic setting as in a university, or is it hospital based?

2.Identify the educational needs that will be addressed using distance education.

3.Develop learner objectives and evaluation strategies specific to the case study situation.

4.Explain what technological applications will be utilized.

5. Include an assessment model as the basis for the evaluation plan (refer to Chapter 25 in Teaching in Nursing: A Guide for Faculty).

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. NUR 649E Nursing Education Seminar II Essay Assignments.

Topic: New preceptors in hospital setting, hospital setting for new preceptors”. A case study for inpatient nurses for becoming new preceptors

Assignment: Develop at least 3 learner objectives for developing a preceptor class and develop critical thinking skills + Describe the advantages and disadvantages of the evaluation methods for the preceptor class (2 slides each part=4 slides) NUR 649E Nursing Education Seminar II Essay Assignments.

Quantitative research that has health care implications

Provide an example of a societal trend that will likely impact nursing education and patient education in the future. Provide a multidisciplinary strategy that would maximize the positive impact the trend will have. There are numerous examples that are available; therefore, it is not appropriate to repeat one that has already been provided, unless approved by the instructor. When responding to a post, provide feedback on the strategy suggested and add an additional strategy that may be effective as well. Quantitative research that has health care implications. The Future of Nursing Education and Patient Education

NUR 649E Week 7:

ORDER A PLAGIARISM-FREE PAPER HERE

Question 1=

Read “Thirty-Two Trends Affecting Distance Education: An Informed Foundation for Strategic Planning,” located on the Online Journal of Distance Learning Administration website at 
http://www.westga.edu/~distance/ojdla/fall63/howell63.html
. Select one of the trends and explain how you think it will impact nursing education. This article was written in 2003. Is there a need to update the trend to make the article relevant for today? How? Quantitative research that has health care implications.