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Applying a change Model to the Implementation Plan

2. apply a change model to the implementation plan. Include the following:

3. Apply the Iowa model of E-BP, and carry your implementation through each of the stages, phases, or steps identified in the chosen model.

This is the PICOT Question for this capstone project. PICOT (P) For post-operative patients, (I) can standardized hourly rounding by a medical team be a better deterrent (C) compared to bed alarms or other tools that are readily available within a hospital (O) and designed to reduce patient fall risk (T) during hospitalization.

 

Applying the Iowa Model to the Implementation Plan

Student’s Name

Institution of Affiliation

Course Name

Date

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Selected Evidence-Based Practice Model

           
Numerous conceptual and theoretical models used in the implementation of evidence-based research findings to clinical practice in healthcare organizations exist.  In an organizational context, leadership has to decide the most recommended evidence-based changes to make and the approach of doing it. Most of these models are a representation of methodological approaches and tend to break the entire procedure into simpler and smaller steps. As supported by Nilsen (2015), the use of these models tends to increase the chances of success, a complete implementation process, improves the allocation of resources and provides an avenue of evaluating outcomes. Applying a change Model to the Implementation Plan.

The Iowa evidence-based practice model is a perfect example of such a model. This model has been used in different organization and education settings and proven effective in facilitating the implementation of evidence-based practice. For the implementation of the findings of this EBP project, the Iowa model was the preferred model to explore new strategies that could influence a reduction in falls among post-operative patients during hospitalization. This was the model of choice since it emphasizes on multidisciplinary collaboration, incorporates organizational change and utilizes inputs from the implementation team (White & Spruce, 2015).  Post-operative care involves numerous disciplines which collaborate to ensure timely and full patient recovery. Therefore, since this model is highly dependent on collaboration, it is the most reasonable choice. It is also worth mentioning the Iowa model can easily be understood and interpreted thus user-friendly (Schaffer, Sandau & Diedrick, 2013). Since it allows trial runs of a proposed evidence-based practice change before the actual implementation, the chances of failure are significantly reduced. Applying a change Model to the Implementation Plan.

Applying the Iowa Model To The Implementation Plan

The Iowa model will promote the implementation of fall reduction strategies in the surgical unit. The model’s algorithm has three decision-making points, the initial being determining if the subject should be a priority for the organization (Brown, 2014). While some subjects may be triggered by problems, others may be triggered by problems. For this healthcare organization, implementing new evidence-based fall reduction strategies is the organization’s priority which was triggered by an increase in fall incidences among post-operative patients. The falls resulted in prolonged hospital stays, poor health outcomes and significant financial loses.

The next step is the formation of a multidisciplinary team which should comprise of specific stakeholders from every discipline and any other interested stakeholder. When initiated by frontline practitioners in the surgical unit rather than the organization’s leadership, it is inarguable that the change process will be more successful (White & Spruce, 2015). In this case, the team will comprise of the nurse manager, direct patient care nurses, physiotherapist, nutritionist, nurse practitioner, and surgeon.

The team’s first assignment will be searching for evidence. Therefore, they will need to decide on the keywords to use in scientific databases regarding fall reduction strategies for post-operative patients. After collecting enough evidence, the team will have to critique and synthesize it. Therefore, should the team have inadequate skills or experience in conducting literature searches and assessing the strength of evidence found, it will be vital to ask for the assistance of someone in the organization (Nilsen, 2015). Applying a change Model to the Implementation Plan. The team will likely find guidelines, systematic reviews and pre-appraised researches that discuss fall prevention and fall-reduction strategies for different patient populations. Based on the evidence found, the team will be able to identify the potential gaps in knowledge that exist.

The next point would be deciding if the evidence found is adequate to guide evidence-based practice. Based on the team’s judgment, if the evidence found will be considered sufficient, they should progress to pilot an evidence-based change. On the other hand, in case of lack of a solid research base, the team can progress to use other types of available scientific evidence such as expert opinions and case studies. Otherwise, the implementation team may consider conducting the unavailable research.

If the implementation team progresses with the adoption of new fall-reduction strategies, the next stage is piloting the change in actual practice.  In this phase, there are six steps to follow.  The initial is determining the expected outcomes. The project aims at reducing the fall risks of post-operative patients during hospitalization through standardized hourly rounding by a medical team. Therefore, the most expected outcomes to measure will be; fall incidences, post-operative recovery duration, and length of stay (Pelt, et al., 2014). Secondly, baseline data should be obtained and the outcomes measured before the implementation of the change Applying a change Model to the Implementation Plan.

The third stage is the development of written policies and guidelines which define the new fall-reduction strategies and protocols for post-operative patients. In the surgical unit, the team can consider testing the new fall-risk reduction strategy for two weeks or one month. However, this requires that all personnel directly or indirectly involved with the care of post-operative patients are included and the expectations are well communicated. Next is evaluating the new strategy by making a comparison between the outcome measures and the baseline data that was initially obtained Applying a change Model to the Implementation Plan. This helps to establish if the new fall reduction strategy for post-operative patients (standardized hourly rounding by a medical team) positively influences fall incidences (Morgan, 2019).  Lastly, the protocols and guidelines developed should be modified based on the outcomes.

Conclusion

In today’s highly diverse healthcare environment, the significance of utilizing evidence-based practice in clinical settings to improve care outcomes cannot be overemphasized.  Nurse leaders are responsible for ensuring that quality care is provided in cost-effective ways and that the goals of care are adequately addressed. For the implementation plan of this EBP project, the Iowa EBP model that promotes quality care is the best guide to ensuring success in implementation. The model will particularly be helpful in the implementation of evidence-based strategies that would ensure a reduction in the fall risks of post-operative patients during hospitalization. Applying a change Model to the Implementation Plan

 

References

Brown, C. G. (2014). The Iowa Model of Evidence-Based Practice to Promote Quality Care: An Illustrated Example in Oncology Nursing. 
Clinical Journal of Oncology Nursing
, 
18
(2).

Morgan, K. (2019). Improving Nurse Responsiveness through Advanced Call Bell Implementation & Hourly Rounding.

Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. 
Implementation Science
, 
10
(1), 53.

Pelt, C. E., Anderson, A. W., Anderson, M. B., Van Dine, C., & Peters, C. L. (2014). Postoperative falls after total knee arthroplasty in patients with a femoral nerve catheter: can we reduce the incidence?. 
The Journal of arthroplasty
, 
29
(6), 1154-1157.

Schaffer, M. A., Sandau, K. E., & Diedrick, L. (2013). Evidence‐based practice models for organizational change: overview and practical applications. 
Journal of Advanced Nursing
, 
69
(5), 1197-1209.

White, S., & Spruce, L. (2015). Perioperative nursing leaders implement clinical practice guidelines using the Iowa Model of Evidence-Based Practice. 
AORN Journal
, 
102
(1), 50-59. Applying a change Model to the Implementation Plan.

Conceptual Iowa Model Example

4. In addition, create a conceptual Iowa model of the project. PICOT question. (P) For post-operative patients, (I) can standardized hourly rounding by a medical team be a better deterrent (C) compared to bed alarms or other tools that are readily available within a hospital (O) and designed to reduce patient fall risk (T) during hospitalization. With narrative Conceptual Iowa Model Example

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Conceptual Iowa Model Example

The lowa model focuses on how research is organized, conducted and used. The lowa model is relevant in this project because it will allow knowledge and triggers of falls among post-operative patients to be analysed. The model will also allow analysis of current research regarding approaches that can reduce falls in the target population such as standardized hourly rounding & bed alarms (Newell & Burnard 2016).

The first step is to select the topic and, in this case, the topic is “falls in the post-operative patients”. Evidence indicates the significant adverse health effects and economic effects associated with falls and this indicates the urgency and the need to address the issue in the organization (Newell & Burnard 2016). Conceptual Iowa Model Example.

The second step will involve team formation. The team will develop, implement and evaluate the efficacy of the project. The team members should have the relevant knowledge about the project and all interested stakeholders should be involved. The team will, therefore, consist of the Physicians, nurses, pharmacists, physical therapist, & management. The role of the management is to provide the required resources for project implementation (Berwick, 2015).

The team can then conduct a brainstorming session to identify the evidence and literature materials to guide the identification and retrieval of the evidence (Pravikoff, et al, 2015). This project will target nursing and health databases such as Cochrane, PubMed, Web of Science & Cinahl. Conceptual Iowa Model Example

The team members will assess the quality of the evidence and have the evidence graded. In addition, the evidence will be grouped if it is quantitative, mixed-method or qualitative. The evidence will then be critically appraised using tools such a CASP in order to ensure only the quality studies are included (Pravikoff, et al, 2015).

After critiquing the evidence, the team will meet in order to determine the recommendations for practice between standardized hourly rounding and bed alarms or other tools. The evidence-based practice will be selected based on the collaborative decision of all team-members after taking into consideration the relevance, practicability, efficacy, significance, and suitability of the evidence (Berwick, 2015).

The change will then be piloted, to examine if it is feasible. If the change is practical and the outcomes have been evaluated, the change will then be implemented.

During the implementation of the evidence-based practice such as the proposed project, it is important to consider and follow the organizational policies and guidelines. The team should collaborate with the management and all organizational stakeholders and act as the change champions in order to garner support for the change implementation (Nutbeam, 2018).

Evaluation of the project is important to examine the impact of the evidence into practice. Accordingly, data regarding fall rate in post-operative patients will be collected before and after the project. A comparison of the fall rate pre-project and post-project will be done to evaluate the efficacy and impact of the recommended evidence-based practice (Nutbeam, 2018). Conceptual Iowa Model Example.

References

Berwick DM (2015). Disseminating innovations in health care.
JAMA
. 289(15): 1969–75

Jähne-Raden N, Marschollek M & Wolf K. (2019). INBED: A Highly Specialized System for Bed-Exit-Detection and Fall Prevention on a Geriatric Ward.
Sensors (Basel)
. 19(5), 1017.

Mitchell M, Lavenberg J, Trotta R & Craig U. (2014). Hourly Rounding to Improve Nursing Responsiveness: A Systematic Review.
J Nurs Adm
. 44(9), 462–472.

Newell R &, Burnard P. (2016).
Research for evidence-based practice
. Oxford: Blackwell Publishing Ltd.

Nutbeam D. (2018). Evaluating health promotion: progress, problems, and solutions.
Health Promot Int
. 13(1): 27–44

Pravikoff, D. S., Tanner, A. B., & Pierce, S. T. (2015). The readiness of U.S. nurses for evidence-based practice.
American Journal of Nursing
. 105(9). 40–51.

Smith P, Barret L, Rayson K & Govro K. (2015). Effectiveness of a bed alarm system to predict falls in an acute care setting.
Clinical Nursing Studies
. 3(1). Conceptual Iowa Model Example

Florida State APRN Scope of Practice

This week’s content-addressed professional and legal issues, state boards of nursing, advanced practice licensure, regulations, scope of practice, and national certification as an advanced practice nurse. It is your responsibility to look at your individual board of nursing and remain up to date with the changes that are carried out in your state.

For this week’s discussion review your state’s scope of practice and address 3 areas that you were not aware you can do as a licensed provider in your state. ***FLORIDA***

Florida Scope of Practice Policy – State Profile

scopeofpracticepolicy.org › states › fl

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Florida State Scope of Practice

Nurses’ scope of practice in Florida State is regulated by the state Board of Nursing that hold nurses to a minimum standard to ensure that they deliver competent and safe care within different settings. Florida State APRN Scope of Practice. These regulatory responsibilities revolve around ensuring that individual nurses are qualified to practice within the state in several vital ways that include rehabilitates, monitors, educates, disciplines and licenses (Toney-Butler & Martin, 2019). A review of the state scope of practice identifies the specific duties that advanced practice registered nurses (APRN) are authorized to perform. In fact, they are authorized to perform a range of duties with three of these duties discussed as identified and approved by the joint committee appointed by the Board of Nursing. Firstly, they are authorized to perform diagnostic services in response to potential or actual health issues. Diagnosis has traditionally been the domain physicians, but APRN are authorized to perform this function. Secondly, they are authorized to plan for therapeutic interventions, disease prevention and health promotion in collaboration with other health stakeholders. Thirdly, they are authorized to implement therapeutic interventions based on nursing practice specialty (expertise) as indicated in the certification. This includes, but is not limited to, delegating responsibilities to unlicensed assistive personnel, collaborating with other medical personnel, teaching, counseling and direct nursing care. Finally, they are authorized to coordinate health care where appropriate and necessary, and evaluate the patient for the care effectiveness Florida State APRN Scope of Practice. The identified duties are unique to APRN and not performed by other nurse personnel. This is in recognition of the fact that APRN have advanced education, experience, skills and knowledge that uniquely positions them to competently and safely complete the duties (ATrain Education, 2019). Still, it is important to note that nurses file a petition for declaratory statement pursuant to section 120.565 of Florida Statutes when seeking to add new duties to a license (Florida Health, 2019).

References

ATrain Education (2019).
Florida laws and rules of nursing: chapters 456 and 464, Florida statutes
. Retrieved from https://www.atrainceu.com/course-module-short-view/2011919-110_florida-laws-and-rules-module-03

Florida Health (2019).
Declaratory statements
. Retrieved from http://www.floridahealth.gov/licensing-and-regulation/public-records/declaratory/index.html

Toney-Butler, T. & Martin, R. (2019).
Florida nursing laws and rules
. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK532859/ Florida State APRN Scope of Practice

Practicum Decision Tree – young girl with difficulties in school case study

Decision Tree

Introduction

The focus of this assignment is to make decisions regarding the diagnosis and treatment of the 8-year-old with school difficulties. The first decision is about the client’s diagnosis while the other two decisions will be on the client’s treatment. The paper will also discuss ethical issues that may impact the client’s treatment plan. Practicum Decision Tree – young girl with difficulties in school case study

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Decision #1: Differential Diagnosis

The first decision is that the client’s diagnosis is 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation. The reason for selecting this decision is because Katie is manifesting inattention symptoms for ADHD. DSM-5 criteria delineate symptoms of ADHD inattention to include: inattention to details; making mistakes during classwork or at workplace; lack of attention when carrying out duties or during play; inability to actively or directly listen during conversations; not being able o follow instructions; leaving schoolwork or work duties unfinished; inability to organize activities and duties; avoiding activities that require mental concentration; misplacing important things; being forgetful; and being easily distracted (Emser et al, 2018) Similarly, Katie manifests majority of these symptoms and hence the diagnosis of 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation is appropriate (Tong et al, 2016). There are other instruments that can be used to further confirm the client’s ADHD diagnosis and they include the Child Behavior Checklist and Vanderbilt Assessment Scale, ACTeRS.

By selecting this decision, the aim was that the…

Assignment 1: Practicum: Decision Tree

For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.

Note: This Assignment is the first of three assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.

Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

 

Case #1

A young girl with difficulties in school

BACKGROUND

In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.

For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.

When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.

Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.

To start, consider what assessment tools you might need to evaluate Katie.

Child Behavior Check List

Conners’ Teacher Rating Scale

The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” 
(Available at: https://www.ncbi.nlm.nih.gov/projects/gap/cgi-bin/GetPdf.cgi?id=phd000099.1 )
. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.

When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.

SUBJECTIVE

You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during class. “Sometimes” Katie reports “I will just be thinking about something else and not looking at the teacher or other students in the class.”

Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. She offers no other concerns at this time.

Katie’s parents appear somewhat anxious about their daughter’s problems. You notice the mother is fidgeting with her rings and watch while you are talking. The father is tapping his foot. Other than that, they seem attentive and straight forward in the interview process.

MENTAL STATUS EXAM

The client is an 8-year-old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is neutral. Katie says that she doesn’t hear any ‘voices’ in her head but does admit to having an imaginary friend, ‘Audrey’. No reports of delusional or paranoid thought processes. Attention and concentration are somewhat limited based on Katie’s short answers to your questions.

Decision Point One

BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR KATIE?

In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.

299.00 Autism Spectrum Disorder (ASD), mild and co-occurring; 300.23 Social Anxiety Disorder

315.0 Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics

314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6660/03/mm/decision_tree/index.html

 

Decision Tree

Introduction

The focus of this assignment is to make decisions regarding the diagnosis and treatment of the 8-year-old with school difficulties. The first decision is about the client’s diagnosis while the other two decisions will be on the client’s treatment. The paper will also discuss ethical issues that may impact the client’s treatment plan.

Decision #1: Differential Diagnosis

The first decision is that the client’s diagnosis is 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation. The reason for selecting this decision is because Katie is manifesting inattention symptoms for ADHD. DSM-5 criteria delineate symptoms of ADHD inattention to include: inattention to details; making mistakes during classwork or at workplace; lack of attention when carrying out duties or during play; inability to actively or directly listen during conversations; not being able o follow instructions; leaving schoolwork or work duties unfinished; inability to organize activities and duties; avoiding activities that require mental concentration; misplacing important things; being forgetful; and being easily distracted (Emser et al, 2018) Similarly, Katie manifests majority of these symptoms and hence the diagnosis of 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation is appropriate (Tong et al, 2016). There are other instruments that can be used to further confirm the client’s ADHD diagnosis and they include the Child Behavior Checklist and
Vanderbilt
Assessment Scale, ACTeRS. Practicum Decision Tree – young girl with difficulties in school case study

By selecting this decision, the aim was that the correct diagnosis for this client would be made in order to ensure the client received the appropriate treatment.

 

Decision #2: Treatment Plan for Psychotherapy

The second decision is for Katie to start Adderall XR 10 mg orally daily. The reason behind selection of this decision is due to the fact that Adderall XR is approved by FDA to treat ADHD. The medication has been demonstrated to be effective to treat symptoms of ADHD. According to Brown et al (2018) Adderall has been demonstrated to have efficacy in improving attention span and focus, as well as in improving memory and concentration. Another reason for choosing the drug is because it has few side effects and its effect wears-off gradually.

By selecting Adderall for this client, the expectation was the symptoms of ADHD would improve since the medication’s efficacy has been shown in regard to improving ADHD symptoms (Brown et al, 2018). It was expected that the client will maintain attention and focus in the classroom and that she will have minimal or no side effects after taking the medication. Practicum Decision Tree – young girl with difficulties in school case study

As it was expected, the ADHD symptoms improved as depicted by the client’s attention in class improving where she maintained attention in the class during morning hours. Nonetheless, there are some notable variations from the expected outcome. One, the client was only able to maintain concentration during morning hours as indicated by her day-dreaming in afternoon classes. The reason for this is because inattention symptoms surfaced following the wearing off of the drug’s effect. Secondly, the client reported appetite loss after she started taking Adderall. Loss of appetite is among the main side effects of Adderall. (Briars & Todd, 2016).

Decision #3: Treatment Plan for Psychopharmacology

The selected decision third decision is for the client to be added a small dose of immediate-release of Adderall during the early afternoon. This decision was chosen because the first medication is wearing off and thus the client is not able to maintain attention in the afternoon. Therefore, addition of small dose of Adderall during afternoon will assist the client to be attentive even in the afternoon (Briars & Todd, 2016). The other alternative decisions would not be useful in addressing the inattention evident in the client during afternoon hours.

Ethical Considerations

The most important ethical consideration in this client is the addition associated with medications used to treat ADHD. It is important to explain to the client’s family regarding the potential side effects and addictive aspect (Keilow et al, 2018). In addition, during the client’s treatment, close monitoring should be done and only the prescribed dose should be released to the client. Moreover, the care provider should seek informed consent from the client’s parents and explain comprehensively regarding the available treatment choices so that they can make an informed decision. Finally, it is important to maintain confidentiality and ensure the client’s information is not disclosed to the third parties (Keilow et al, 2018) Practicum Decision Tree – young girl with difficulties in school case study.

Conclusion

The first decision is that Katie’s diagnosis is 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation. This is because Katie is manifesting symptoms consistent with symptoms of (inattention) ADHD, according to the DSM-5 criteria for.  The second decision that was chosen is for the client to start Adderall XR 10 mg orally daily. This decision was chosen because the efficacy of Adderall in the treatment of ADHD symptoms has been demonstrated. Since the client is still manifesting inattention in the afternoon, the subsequent decision is addition of small dose of immediate-release of Adderall in the early afternoon. This will ensure the client maintains attention in the afternoon. Ethical considerations include being attentive of addiction associated with ADHD medications, educating the clients family about the side effects of the medications, seeking informed consent, and ensuring confidentiality throughout Katie’s treatment.

 

References

Brown K, Samuel S & Patel D. (2018). Pharmacologic management of attention deficit hyperactivity disorder in children and adolescents: a review for practitioners.
Transl Pediatr
. 7(1), 36–47.

Briars L & Todd T. (2016). A Review of Pharmacological Management of Attention-Deficit/Hyperactivity Disorder.
J Pediatr Pharmacol Ther
. 21(3), 192–206. Practicum Decision Tree – young girl with difficulties in school case study

Emser T, Johnston B, Steele D, Sandra K, Lisa T & Hanna C. (2018). Assessing ADHD symptoms in children and adults: evaluating the role of objective measures.
Behav Brain Funct
. 14(11).

Keilow M, Holm A & Fallesen P. (2018). Medical treatment of Attention-Deficit/Hyperactivity Disorder (ADHD) and children’s academic performance.
PLoS ONE
. 13(11), e0207905.

Tong L, Xiong X &Tan H. (2016). Attention-Deficit/Hyperactivity Disorder and Lifestyle-Related Behaviors in Children.
PLoS ONE
. 11(9), e0163434.

 

Review of Diagnosis in Attention Deficit Hyperactivity Disorder (ADHD): The Case of 8 Year-Old Caucasian Girl Katie

Introduction

           
Katie is a female 8 year-old Caucasian child who is brought to the clinic by her parents. She has a previous provisional diagnosis of attention deficit hyperactivity disorder or ADHD. Katie is having difficulties in school with concentration and performance. She is also not socializing well with her peers and likes to keep to herself. Her attention span is also short. Katie was born to mature parents (47 and 49 years old respectively) and had notable low wellness scores at birth. The parents bring with them the Connor’s Teacher Rating Scale form which had been filled by her teacher at school. This is helpful in assessing her condition and arriving at the correct diagnosis. Practicum Decision Tree – young girl with difficulties in school case study

Decision Point Number 1

In using the available assessment tools and based on what the parents and the teacher had reported, the diagnosis of ADHD with predominantly inattentive presentation was made as stated above. According to the fifth edition of the
Diagnostic and Statistical Manual of Mental Disorders (DSM-5)
, inattention such as Katie’s must meet criterion A. 1 (a)-(i) for this diagnosis to be reached (APA, 2013). This was met by Katie because her Conner’s Teacher Rating Scale shows that she is easily distracted at school and has the habit of only paying attention to what she has interest in. She is also quite forgetful of what she has been taught in school, attributable too to her inattention. The hope in arriving at this diagnosis was that Katie would be started on ADHD treatment at the right time; a fact that would place her in a better position to be free of her symptoms in the shortest time possible (Wender & Tomb, 2017). However, on close assessment during the revisit session, subjective evidence showed clearly that Katie was also evidently hyperactive as she could not stay in one place during the interview with the psychiatric-mental health nurse practitioner or PMHNP. Apart from the fact that her answers were short, it was also revealed that she also wonders in thought while in class. Practicum Decision Tree – young girl with difficulties in school case study. Her mental status examination was however largely unremarkable.  She was oriented in all aspects and was dressed appropriately for both the time of the day and the weather. The only thing that stood out was that she had an imaginary friend by the name “Audrey.” Because of these findings, the presentation of the diagnosis had to be reviewed from predominantly inattentive to combined presentation (APA, 2013; Wender & Tomb, 2017). This is because her symptoms largely agreed also with criterion A. 2 (a)-(i) on hyperactivity and impulsivity. Moreover, she also fitted in with the rest f the criteria B, C, D, and E (APA, 2013). Thus the summary of her definitive diagnosis is ADHD with inattention, hyperactivity, and impulsivity. There wasn’t much difference in the initial decision and the revised one in terms of the results as the diagnosis itself has not changed but only the presentation. The fact that she had not started to show any significant response to treatment is to be expected because ADHD response to pharmacologic treatment typically takes weeks (Stahl, 2014; Katzung, 2018). Practicum Decision Tree – young girl with difficulties in school case study.

Decision Point Number 2

           
On the return visit the girl was put on wellbutrin (bupropion) 75 mg daily to be taken by mouth. This decision was taken because this s a major norepinephrine dopamine reuptake inhibitor or NDRI approved by the Food and Drug Administration (FDA) for the treatment of ADHD (Stahl, 2014; Katzung, 2018; Nursingworld.org, n.d.). The other reason for choosing wellbutrin is that it continues to work for several years later and in the process deters the recurrence of symptoms (Stahl, 2014). This long term remission is what was intended to be achieved by this choice. Wellbutrin is one of the best pharmacotherapeutic agents available for treating ADHD. However, its effects are normally not felt immediately and its full therapeutic action may be evident from up to four weeks later (Stahl, 2014). The results of this decision to start wellbutrin and what was expected are not significantly different for two reasons. First is that as stated it takes weeks for the full impact of the drug to be felt (this patient returned after four weeks). Two is that the questions that Katie is asking are not part of the known side effects of the drug (Stahl, 2014).

Decision Point Number 3

As stated above, wellbutrin (bupropion) does not cause the patient to ask the type of questions that Katie is asking as a side effect (Stahl, 2014). Therefore, the decision taken in this instance is to reassure the patients that those questions she is asking are just part of her normal developmental progress given her age. They have got nothing to do with the treatment which is evidence-based. Practicum Decision Tree – young girl with difficulties in school case study As at now, there is no evidence to suggest that the drug may cause such behavior. Therefore, because the overall response is so far promising (the teacher says the girl has started being more attentive and is doing her academic work), the dose of bupropion will be doubled to 150 mg daily. By making this decision, the hope is to augment the noted effect of the drug and ensure long-lasting remission. One consideration though is that the questions about death by Katie may persist. This would mean she is having some sort of suicidal ideation which may be caused by the wellbutrin (Stahl, 2014; Wender & Tomb, 2017). If this occurs, it would mean the results of the intervention and the expectations would be different, due to the fact that antidepressants generally may at times cause suicidal ideation. In that case, the drug would be changed from wellbutrin to concerta 18 mg
mane
per day. this would also be supported by psychotherapy in terms of training in social skills to improve her engagement with her peers and take her mind away from suicidal thoughts (Corey, 2017). In doing all this, the ethical principle of nonmaleficence (not causing harm) has to be remembered as continuing a drug that may result in her committing suicide will be immoral. Also the decision of the parents on treatment options has to be respected – ethical principle of autonomy (Haswell, 2019).

References

American Psychiatric Association [APA] (2013).
Diagnostic and Statistical Manual of Mental Disorders (DSM-5),
5
th
ed. Arlington, VA: APA.

Corey, G. (2017).
Theory and practice of counselling and psychotherapy,
10
th
ed. Boston, MA: Cengage Learning.

Haswell, N. (2019). The four ethical principles and their application in aesthetic practice.
Journal of Aesthetic Nursing
, 8(4), 177-179. Doi: 10.12968/joan.2019.8.4.177

Katzung, B.G. (Ed) (2018).
Basic and clinical pharmacology, 14
th
ed
. New York, NY: McGraw-Hill Education.

Nursingworld.org (n.d.).
Pharmacological Principles
. Retrieved 14 June 2019 from
https://www.nursingworld.org/~4ae124/globalassets/catalog/sample-chapters/pmhnpsamplechapter.pdf

Stahl, S.M. (2014).
Stahl’s essential psychopharmacology: Prescriber’s guide
, 5
th
ed. New York, NY: Cambridge University Press.

Wender, P.H. & Tomb, D.A. (2017). ADHD:
A guide to understanding symptoms, causes, diagnosis, treatment, and changes over time in children, adolescents, and adults
, 5
th
ed. New York, NY: Oxford University Press. Practicum Decision Tree – young girl with difficulties in school case study

Gastrointestinal (GI) and hepatobiliary disorders

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom.

Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan. Gastrointestinal (GI) and hepatobiliary disorders

CASE STUDY

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

Gastrointestinal (GI) and hepatobiliary disorders

• Nifedipine 30 mg daily

• Prednisone 10 mg daily

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To Prepare

• Review the case study assigned by your Instructor for this Assignment

• 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. Gastrointestinal (GI) and hepatobiliary disorders

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

By Day 7 of Week 4

Write a 1-page paper that addresses the following:

• Explain your diagnosis for the patient, including your rationale for the diagnosis.

• Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed. Gastrointestinal (GI) and hepatobiliary disorders

• Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples. Gastrointestinal (GI) and hepatobiliary disorders.

NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

Politics, patient protection and Affordable Care Act

Efforts to repeal or replace Affordable Care Act (ACA) have been subject of much political debate that have the subtle connotation of selfishness by politicians with a view to maximizing voter support. In fact, it is not uncommon for factual information to be misrepresented with the intention of swaying public opinion and gaining ‘political mileage’ (Feldstein, 2006). NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

A review of ACA and the reasons for its enactment in 2010 shows that it…

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Discussion – Week 3

Politics and the Patient Protection and Affordable Care Act

Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.

The suppliers of legislative benefits are legislators, and their primary goal is to be re-elected. Thus, legislators need to maximize their chances for re-election, which requires political support. Legislators are assumed to be rational and to make cost-benefit calculations when faced with demands for legislation. However, the legislator’s cost-benefit calculations are not the cost-benefits to society of enacting particular legislation. Instead, the benefits are the additional political support the legislator would receive from supporting legislation and the lost political support they would incur as a result of their action. When the benefit to legislators (positive political support) exceeds their costs (negative political support) they will support legislation. (page 27) NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

Source: Feldstein, P. (2006). The politics of health legislation: An economic perspective (3rd ed.). Chicago, IL: Health Administration Press.

To Prepare:

Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).

Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3

Post an explanation for how you think the cost-benefit analysis in the statement from page 27 of Feldstein (2006) affected efforts to repeal/replace the ACA. Then, explain
how analyses such as the one portrayed by the Feldstein statement may affect decisions by legislative leaders
in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid).

By Day 6 of Week 3

Respond to at least two of your colleagues* on two different days by expanding on their explanation and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

*Note: Throughout this program, your fellow students are referred to as colleagues.

 

Politics, patient protection and Affordable Care Act

Name

Institution

Politics, patient protection and Affordable Care Act

Efforts to repeal or replace Affordable Care Act (ACA) have been subject of much political debate that have the subtle connotation of selfishness by politicians with a view to maximizing voter support. In fact, it is not uncommon for factual information to be misrepresented with the intention of swaying public opinion and gaining ‘political mileage’ (Feldstein, 2006).

A review of ACA and the reasons for its enactment in 2010 shows that it was intended to expand access to care, make coverage more affordable, and reduce the number of uninsured Americans. To realize these objectives, the legislation created new marketplaces where insurers offer polices directly to persons without employer coverage, and expanded Medicaid eligibility. Over the course of the nine years that ACA has been operational, health insurance coverage has increased by 20 million, while 24 million Americans have enjoyed free and subsidized medical care through expansions to Medicaid and marketplace tax credits.

Despite the major successes reported from ACA, the legislation faces strong political debate over its repeal and replacement. The political debate has presented four proposals. The first proposal is to make no changes to ACA and maintain the status quo. This proposal would continue increasing the federal deficit and health insurance coverage thus making it unappealing to voters concerned with federal deficit and appealing to voters who are only able to get health insurance coverage through ACA (Rand Corporation, 2019). NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

The second proposal is to repeal ACA while replacing it through either adopting the American Health Security Act that was introduced by Senator Bernie Sanders in 2011, or the Health Insurance Solution. This proposal is based on the fact of financial estimates that health care spending would increase to $1 trillion, a concern for the blooming government spending. The proposal is anticipated to reduce federal expenditure by $40 billion and national health care expenditure by $211 billion relative to ACA. However, the savings would be accompanied by uninsured persons increasing by 9 million Americans. This proposal appeals to voters who are concerned by the blooming government expenditures but who also support the ideals presented in ACA. Through adopting the proposal, they are able to reduce tax burden, and reduce the guilt linked to denying others health insurance coverage since they would argue that most Americans have coverage and only a minority are not covered. In presenting this proposal, politicians would receive support from persons concerned about the tax burden, but not from the 9 million Americans who will lack insurance coverage (Rand Corporation, 2019).

The third proposal is to repeal ACA without replacement. This proposal is anticipated to allow the government save on ACA expenditure, a figure of close to $1 trillion that would then be allocated towards other government endeavors. Although this proposal would appeal to taxpayers, especially the high income earnings who feel particularly burdened, it would increase insurance prices by 8% and deny more than 12 million Americans access to health care. The implication is that the proposal would appeal to voters who are able to access healthcare without ACA (increasing the politician’s popularity among them), but would not appeal to the voters who cannot health care without ACA (reducing the politician’s popularity among them) (Rand Corporation, 2019).

The fourth proposal is to replace ACA with a single payer approach (the American Health Care Act – AHCA). AHCA proposes to make significant changes to ACA to include repealing mandates, introducing continuous coverage, change the age-based rate banding, and replacing income-based subsidies with fixed age-based subsidies. Applying this proposal would initially increase federal deficit by $38 million before reducing it by $5 billion 6 years later, and reduce insurance enrollment by 14 million Americans. This proposal would appeal to persons concerned with federal deficits but not-appeal to the 14 million Americans who would lack insurance coverage. This implies that the politicians who make this proposal would receive support from voters concerned with federal deficit and receive condemnation from voters who would lack insurance coverage (Rand Corporation, 2019).

One must accept that political decisions are typically guided by voter expectations. In addition, one must acknowledge that the debate surrounding ACA is polarized because of voter expectations with politicians tending to make proposals that appeal to the majority of voters in their constituents. Overall, voters’ expectations affect decisions by legislative leaders in recommending and positioning national policies as evidenced by the political debates about ACA. NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

 

References

Feldstein, P. (2006).
The politics of health legislation: An economic perspective
(3
rd
ed.). Chicago, IL: Health Administration Press.

Rand Corporation (2019).
The Future of U.S. Health Care: Replace or Revise the Affordable Care Act?
Retrieved from https://www.rand.org/health-care/key-topics/health-policy/in-depth.html

NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

MSN Core Discussion Guidelines and Rubric

Threaded Discussion:

Assignment Guidelines with Scoring Rubric

Purpose:

The purpose of required threaded discussions is an interactive dialogue among instructors and students to assist the student in organizing, integrating, applying and critically appraising one’s knowledge regarding the nursing profession and selected area of practice.  Scholarly information obtained from current sources as well as professional communication is required.  Application of information to professional experiences promotes the analysis and use of principles, knowledge and information learned and related to real-life professional situations.  Interactive dialogue among instructors and peers foster the development of a learning community as ideas, perspectives and knowledge is shared.

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Due Date:
First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT.  Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Saturday 11:59 pm MT.  Please note that the late assignment policy does not apply to the threaded discussions.

 

Total Points Possible:
Varies with course, please see specific course syllabus.  These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.

Requirements:

Description of the Assignment

Initial posting: This is defined to be the initial post in which the student responds to the

required threaded discussion topic.  The first posting by a student within the required

discussion area is considered to be the initial posting and will be evaluated using the rubric

criteria.  Scholarship in communication is expected.  Required scholarly source(s) provide

specific information that thoroughly address the required topic.  For the initial posting,

one scholarly source must be presented.  The scholarly source must be an outside

The initial posting must occur before Wednesday, 11:59 pm MT.  Initial postings must be at a minimum of 300 words.  References do not apply toward word count.
ONLY in Week 8,
the initial posting must be a minimum of 200 words with a scholarly reference.  It remains due by Wednesday, 11:59 pm MT.

Peer responses:  As part of the threaded discussion requirements, the student must

The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT.  This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply.  Peer responses must be a minimum of 150 words. References do not apply toward word count.

Instructor response:  The student must respond to an instructor’s follow-up questions. The

instructor’s question may be directed to the student or may be a question directed to another

student in the section.  The response must be comprehensive and scholarly in nature.  Instructor

responses must be a minimum of 150 words.  References do not apply toward word count.

The response to the instructor must occur on a day different from the initial post and a day

different from the peer response. Responses to the instructor must occur before Sunday, 11:59

pm MT.

For week 8 only:
Students are expected to post a peer response or an instructor post but are not

required to do both. These posts must be a minimum of 100 words. References do not apply

toward word count. The peer or instructor response must be on a different day than the initial

post and must occur before Saturday, 11:59 pm MT due to the shorter week.

 

Posting Requirements:

The initial posting must be provided before Wednesday, 11:59 pm MT.

The initial posting must have at least one scholarly outside source that is cited within the

posting and referenced.  Required course textbooks, assigned readings and lesson information

are not considered to be outside scholarly sources.

Initial posting must be a minimum of 300 words; peer responses and instructor responses a

minimum 150 words.

The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.

All postings are substantive and relate to the graded threaded discussion topic.

Only one small quote (15 words or less) within the entire initial posting is accepted.

Postings must occur on 3 separate days.

For week 8 only:
the required postings are amended due to the shorter week. Two posts are

required. One initial post and either a peer response or an instructor response. Initial post must

be a minimum of 200 words and the peer or instructor response must be a minimum of 100

words. Both posts are required to be on two separate days. All posts must be made by

Saturday, 11:59 pm MT.

 

Criteria for Content

Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic.  Each reference must be scholarly.

Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.

Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.

Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.

For week 8 only:
the required postings are amended due to the shorter week. Two posts are     One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Saturday, 11:59 pm MT.

Criteria for Format and Special Instructions

Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.

When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.

Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site.  If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted.  Students are cautioned to use care regarding .com sites.  Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking.  It is recommended that you check with your instructor before using a .com website as a reference.

Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source.  The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

 

 

 

 

 

 

 

Category

Points for

Weeks 1 – 7

Points for

Week 8 ONLY

%

Description

Scholarliness

16

8

32

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Application of Course Knowledge

16

8

32

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the course lesson and outside readings and relate them to real-life professional situations.

Interactive Dialogue

10

5

20

Initial post should be a minimum of 300 words

The peer and instructor responses should be a minimum of 150 words each.

Responses are substantive and relate to the graded threaded discussion topic.

Week 8 only:

Initial posts should be a minimum of 200 words.

The peer or instructor response should be a minimum of 100 words.

Grammar, Syntax, and APA

8

4

16

Students are expected to demonstrate proper grammar, syntax, and APA style of writing.  Correct APA format is expected within the text of the assignment as well as the reference page(s).

Participation Requirements

5 points deducted if not demonstrated

 Initial, peer, and faculty postings were made on 3 separate days.

Week 8 only: Initial, and peer or faculty posts were made on 2 separate days.

Participation Deadline

5 points deducted if not demonstrated

The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

The peer and instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT

 

Week 8 only:

Both initial posting and peer or instructor responses are to be posted no later than Saturday, 11:59 pm MT.

TOTAL

50 points

25 points

100

 

 

 

 

 

Grading Rubric Guidelines Week 1-7

 

Performance  Category

100% or highest level of performance

100%

 

16 points

Very good or high level of performance

88%

 

14 points

Acceptable level of performance

81%

 

13 points

Inadequate demonstration of expectations

68%

 

11 points

 

Deficient  level of performance

56%

 

9 points

 

Failing level

of performance

 

55% or less

 

0 points

 

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 

Presentation of information was exceptional and included
all
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was good, but was superficial in places and included all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was minimally demonstrated in all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
one
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
two
of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
three

or more
of the following elements

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

 

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 

 

Presentation of information was exceptional and included
all
of the following elements:

 

·   Applies principles, knowledge and information from   scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

 

Presentation of information was good, but was superficial in places and included
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

Presentation of information was minimally demonstrated in the
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
one
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from and scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
two
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
three
of the following elements

 

·   Applies principles, knowledge and information and scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

10 Points

9 Points

 

 

6 Points

0 Points

Interactive Dialogue

 

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated
all
of the following:

 

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

Demonstrated 3 of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are substantive.

 

·            Responses are related to the topic of discussion MSN Core Discussion Guidelines and Rubric.

Demonstrated 2 of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

Demonstrated 1 or less of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

 

·         Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

 

·   0-3 errors in APA format

 

AND

 

 

·   Responses have

0-3 grammatical,

spelling or

punctuation

errors.

 

AND

 

·   Writing style is generally clear, focused on topic,

and facilitates communication.

 

 

The following was present:

 

·   4-6 errors in APA format.

 

AND/OR

 

·   Responses have

4-5 grammatical,

spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is somewhat

focused on topic.

The following was present:

 

·   7-9 errors in APA format.

 

AND/OR

 

 

·   Responses have

6-7 grammatical, spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is

slightly focused

on topic making discussion difficult to understand.

The following was

present:

 

·   10- 12 errors in APA format

 

AND/OR

 

 

·   Responses have 8-9 grammatical, spelling and punctuation

errors.

 

AND/OR

 

·   Writing style is not focused on topic, making discussion difficult to understand.

 

 

The following was

present:

 

·   13 – 15 errors in

APA format

 

AND/OR

 

·   Responses have

8-10 grammatical,

spelling or

punctuation

errors. MSN Core Discussion Guidelines and Rubric

 

AND/OR

 

·   Writing style is not focused on topic, making discussion difficult to understand.

 

AND/OR

 

·   The student

continues to make repeated mistakes

in any of the above areas after written correction by the instructor.

 

The following was present:

 

·   16 to greater errors in APA format.

 

AND/OR

 

·   Responses have more than 10 grammatical, spelling or punctuation errors.

 

AND/OR

 

·   Writing style does not facilitate communication

 

 

0 Points Lost

 

 

 

 

5 Points Lost

Participation Requirements

 

Demonstrated the following:

 

·         Initial, peer, and faculty postings were made on 3 separate days

 

Failed to demonstrate the following:

 

·         Initial, peer, and faculty postings were made on 3 separate days

 

0 Points Lost

 

 

 

 

5 Points Lost

Due Date Requirements

Demonstrated
all
of the following:

 

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

 

 

 

 

Demonstrates
one

or less
of the following.

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

 
 

Grading Rubric Guidelines Week 8 ONLY

 

Performance  Category

100% or highest level of performance

100%

Very good or high level of performance

88%

Acceptable level of performance

81%

Inadequate demonstration of expectations

68%

Deficient  level of performance

56%

Failing level

of performance

55% or less

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 

Presentation of information was exceptional and included
all
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

MSN Core Discussion Guidelines and Rubric

Presentation of information was good, but was superficial in places and included all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was minimally demonstrated in all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
one
of the following elements:

MSN Core Discussion Guidelines and Rubric

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
two
of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
three

or more
of the following elements

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Application of Course Knowledge
–

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 

 

Presentation of information was exceptional and included
all
of the following elements:

 

·   Applies principles, knowledge and information from   scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

 

Presentation of information was good, but was superficial in places and included
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

Presentation of information was minimally demonstrated in the
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
one
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from and scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
two
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
three
of the following elements

 

·   Applies principles, knowledge and information and scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

5 Points

4 Points

 

 

2 Points

0 Points

Interactive Dialogue

For Week 8 only:

 

Initial post should be a minimum of 200 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated
all
of the following:

 

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

 

Demonstrated 3 of the following:

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

Demonstrated 2 of the following:

 

 

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

Demonstrated 1 or less of the following:

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

4 Points

 

3 Points

2 Points

 

0 Points

Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

·         Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

 

·   0-4 errors in APA

format

 

AND

 

 

·   Responses have

0-4 grammatical,

spelling or

punctuation

errors.

 

AND

 

·   Writing style is

generally clear,

focused on topic,

and facilitates communication.

 

 

The following was present:

 

·   5-9 errors in APA format.

 

AND/OR

 

 

·   Responses have

5-9 grammatical, spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is

slightly focused

on topic making discussion difficult

to understand.

The following was

present:

 

·   10- 13 errors in

APA format

 

AND/OR

 

 

·   Responses have

10-13 grammatical, spelling and

punctuation errors.

 

AND/OR

 

·   Writing style is not focused on topic,

making discussion difficult to

understand.

 

 

MSN Core Discussion Guidelines and Rubric

The following was present:

 

·   14 to greater errors in APA format.

 

AND/OR

 

·   Responses have more

than 14 grammatical, spelling or punctuation errors.

 

AND/OR

 

·   Writing style does not facilitate communication

 

 

0 Points Lost

 

 

 

 

5 Points Lost

Participation Requirements

 

For Week 8 ONLY:

Demonstrated the following:

·         Initial, and peer or faculty postings were made on 2 separate days

 

Failed to demonstrate the following:

·         Initial, and peer or faculty postings were made on 2 separate days

 

 

0 Points Lost

5 Points Lost

Due Date Requirements

 

 

For Week 8 ONLY:

 

Demonstrated
all
of the following:

 

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer or one instructor response is to be posted within the course no later than Saturday, 11:59 pm MT.

 

 

 

 

 

Demonstrates
one

or less
of the following.

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer or one instructor response is to be posted within the course no later than Saturday, 11:59 pm MT.

 

 

NOTE:
To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Saturday. All discussion requirements must be completed by 11:59 pm MT Saturday of the eighth week.

*Scholarly source:
Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. MSN Core Discussion Guidelines and Rubric Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal.  You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These web sites
are not considered scholarly
as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.  For example American Heart Association is a .com site with scholarship and quality.  It is the responsibility of the student to determine the scholarship and quality of any .com site.  Ask your instructor before using any site that you are unsure of.   If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting.  This is defined to be 5 years or less.  Instructor permission must be obtained if using a source that is older than 5 years. MSN Core Discussion Guidelines and Rubric

This Nursing theories – received view and perceived view assignment is an online discussion question. It only needs to be a paragraph (250 word minimum) with one scholarly source in APA format.

Assignment: Debate with classmates on the dominant philosophical schools of thought in nursing (received view and perceived view). Which view encompasses the profession of nursing? Why? Provide an example

ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER HERE

Nursing theory

Nursing theories are the fundamental nature of existence, reality and knowledge that act as the guiding principles for the nurse profession. In fact, they explain the attitudes and models that individuals should adopt in their professional behavior as nurses. The diverse nature of the nurse specialties makes it difficult to identify a single theory that encompassing all the specialties in the nursing profession. To be more precise, the nurse practice fields and specialties influence the theories adopted since each theory is intended to guide nurses in caring for patients within a specific health care environment. Each nursing theory typically explains the nursing process for the practice field, identifies the ideal role of the nurse, and defines nursing practice. The theories are created by nurses from their observations during practice, as well as the professional methodologies they develop and apply. Once presented and accepted, the theory is considered a legitimate model of nursing practice within a particular environment. Besides that, each nurse identifies a theory that guides personal philosophy (approach to nursing). The philosophy explains what the nurse believes in, role of nursing in health care, interactions with patients, and ethical principles (Cherry & Jacob, 2016). This understanding makes it clear that nursing theories are subjected to receive and perceived views. Received views are common among novice nurses who rely on theoretical knowledge to identify the relevant nursing theories. They adopt these theories and test them (through experimentation and observation) within the practice environment to determine relevance and whether changes are necessary. Overtime and as the nurses become experts, they start relying on the perceived views that allows them to perceive existing theories with skepticism, present new theories and revise the existing theories based on collectively learned reality, interpretation, interrelatedness and lived experiences (Cherry & Jacob, 2016). In this respect, both the perceived and received views both encompass the profession of nursing.

Reference

Cherry, B. & Jacob, S. (2016).
Contemporary nursing: issues, trends, & management
. Amsterdam: Elsevier Health Sciences.

 

Threaded Discussion:

Assignment Guidelines with Scoring Rubric

Purpose:

The purpose of required threaded discussions is an interactive dialogue among instructors and students to assist the student in organizing, integrating, applying and critically appraising one’s knowledge regarding the nursing profession and selected area of practice.  Scholarly information obtained from current sources as well as professional communication is required.  Application of information to professional experiences promotes the analysis and use of principles, knowledge and information learned and related to real-life professional situations.  Interactive dialogue among instructors and peers foster the development of a learning community as ideas, perspectives and knowledge is shared.

 

Due Date:
First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT.  Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Saturday 11:59 pm MT.  Please note that the late assignment policy does not apply to the threaded discussions.

 

Total Points Possible:
Varies with course, please see specific course syllabus.  These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.

Requirements:

Description of the Assignment

Initial posting: This is defined to be the initial post in which the student responds to the

required threaded discussion topic.  The first posting by a student within the required

discussion area is considered to be the initial posting and will be evaluated using the rubric

criteria.  Scholarship in communication is expected.  Required scholarly source(s) provide

Nursing theories – received view and perceived view

specific information that thoroughly address the required topic.  For the initial posting,

one scholarly source must be presented.  The scholarly source must be an outside

The initial posting must occur before Wednesday, 11:59 pm MT.  Initial postings must be at a minimum of 300 words.  References do not apply toward word count.
ONLY in Week 8,
the initial posting must be a minimum of 200 words with a scholarly reference.  It remains due by Wednesday, 11:59 pm MT.

Peer responses:  As part of the threaded discussion requirements, the student must

The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT.  This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply.  Peer responses must be a minimum of 150 words. References do not apply toward word count.

Instructor response:  The student must respond to an instructor’s follow-up questions. The

instructor’s question may be directed to the student or may be a question directed to another

student in the section.  The response must be comprehensive and scholarly in nature.  Instructor

responses must be a minimum of 150 words.  References do not apply toward word count.

The response to the instructor must occur on a day different from the initial post and a day

different from the peer response. Responses to the instructor must occur before Sunday, 11:59

pm MT.

For week 8 only:
Students are expected to post a peer response or an instructor post but are not

required to do both. These posts must be a minimum of 100 words. References do not apply

toward word count. The peer or instructor response must be on a different day than the initial

post and must occur before Saturday, 11:59 pm MT due to the shorter week.

 

Posting Requirements:

The initial posting must be provided before Wednesday, 11:59 pm MT.

The initial posting must have at least one scholarly outside source that is cited within the

posting and referenced.  Required course textbooks, assigned readings and lesson information

are not considered to be outside scholarly sources.

Initial posting must be a minimum of 300 words; peer responses and instructor responses a

minimum 150 words.

The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.

All postings are substantive and relate to the graded threaded discussion topic.

Only one small quote (15 words or less) within the entire initial posting is accepted.

Postings must occur on 3 separate days.

For week 8 only:
the required postings are amended due to the shorter week. Two posts are

required. One initial post and either a peer response or an instructor response. Initial post must

be a minimum of 200 words and the peer or instructor response must be a minimum of 100

words. Both posts are required to be on two separate days. All posts must be made by

Saturday, 11:59 pm MT.

 

Criteria for Content

Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic.  Each reference must be scholarly.

Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.

Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.

Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.

For week 8 only:
the required postings are amended due to the shorter week. Two posts are     One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Saturday, 11:59 pm MT.

Criteria for Format and Special Instructions

Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.

When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.

Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site.  If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted.  Students are cautioned to use care regarding .com sites.  Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking.  It is recommended that you check with your instructor before using a .com website as a reference.

Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source.  The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

 

 

 

 

 

 

 

Category

Points for

Weeks 1 – 7

Points for

Week 8 ONLY

%

Description

Scholarliness

16

8

32

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Application of Course Knowledge

16

8

32

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the course lesson and outside readings and relate them to real-life professional situations.

Interactive Dialogue

10

5

20

Initial post should be a minimum of 300 words

The peer and instructor responses should be a minimum of 150 words each.

Responses are substantive and relate to the graded threaded discussion topic.

Week 8 only:

Initial posts should be a minimum of 200 words.

The peer or instructor response should be a minimum of 100 words.

Grammar, Syntax, and APA

8

4

16

Students are expected to demonstrate proper grammar, syntax, and APA style of writing.  Correct APA format is expected within the text of the assignment as well as the reference page(s).

Participation Requirements

5 points deducted if not demonstrated

 Initial, peer, and faculty postings were made on 3 separate days.

Week 8 only: Initial, and peer or faculty posts were made on 2 separate days.

Participation Deadline

5 points deducted if not demonstrated

The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

The peer and instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT

 

Week 8 only:

Both initial posting and peer or instructor responses are to be posted no later than Saturday, 11:59 pm MT.

TOTAL

50 points

25 points

100

 

 

 

 

 

Grading Rubric Guidelines Week 1-7

 

Performance  Category

100% or highest level of performance

100%

 

16 points

Very good or high level of performance

88%

 

14 points

Acceptable level of performance

81%

 

13 points

Inadequate demonstration of expectations

68%

 

11 points

 

Deficient  level of performance

56%

 

9 points

 

Failing level

of performance

 

55% or less

 

0 points

 

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 

Presentation of information was exceptional and included
all
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was good, but was superficial in places and included all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was minimally demonstrated in all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
one
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
two
of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
three

or more
of the following elements

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

 

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 

 

Presentation of information was exceptional and included
all
of the following elements:

 

·   Applies principles, knowledge and information from   scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

 

Presentation of information was good, but was superficial in places and included
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

Presentation of information was minimally demonstrated in the
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
one
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from and scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
two
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
three
of the following elements

 

·   Applies principles, knowledge and information and scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

10 Points

9 Points

 

 

6 Points

0 Points

Interactive Dialogue

 

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated
all
of the following:

 

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

Demonstrated 3 of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are substantive.

 

·            Responses are related to the topic of discussion.

Demonstrated 2 of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

Demonstrated 1 or less of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

 

·         Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

 

·   0-3 errors in APA format

 

AND

 

 

·   Responses have

0-3 grammatical,

spelling or

punctuation

errors.

 

AND

 

·   Writing style is generally clear, focused on topic,

and facilitates communication.

 

 

The following was present:

 

·   4-6 errors in APA format.

 

AND/OR

 

·   Responses have

4-5 grammatical,

spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is somewhat

focused on topic.

The following was present:

 

·   7-9 errors in APA format.

 

AND/OR

 

 

·   Responses have

6-7 grammatical, spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is

slightly focused

on topic making discussion difficult to understand.

The following was

present:

Nursing theories – received view and perceived view

 

·   10- 12 errors in APA format

 

AND/OR

 

 

·   Responses have 8-9 grammatical, spelling and punctuation

errors.

 

AND/OR

 

·   Writing style is not focused on topic, making discussion difficult to understand.

 

 

The following was

present:

 

·   13 – 15 errors in

APA format

 

AND/OR

 

·   Responses have

8-10 grammatical,

spelling or

punctuation

errors.

 

AND/OR

 

·   Writing style is not focused on topic, making discussion difficult to understand.

 

AND/OR

 

·   The student

continues to make repeated mistakes

in any of the above areas after written correction by the instructor.

 

The following was present:

 

·   16 to greater errors in APA format.

 

AND/OR

 

·   Responses have more than 10 grammatical, spelling or punctuation errors.

 

AND/OR

 

·   Writing style does not facilitate communication

 

 

0 Points Lost

 

 

 

 

5 Points Lost

Participation Requirements

 

Demonstrated the following:

 

·         Initial, peer, and faculty postings were made on 3 separate days

 

Failed to demonstrate the following:

 

·         Initial, peer, and faculty postings were made on 3 separate days

 

0 Points Lost

 

 

 

 

5 Points Lost

Due Date Requirements

Demonstrated
all
of the following:

 

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Nursing theories – received view and perceived view

 

 

 

Demonstrates
one

or less
of the following.

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

 

 

 

 

 

Grading Rubric Guidelines Week 8 ONLY

 

Performance  Category

100% or highest level of performance

100%

Very good or high level of performance

88%

Acceptable level of performance

81%

Inadequate demonstration of expectations

68%

Deficient  level of performance

56%

Nursing theories – received view and perceived view

Failing level

of performance

55% or less

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 

Presentation of information was exceptional and included
all
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was good, but was superficial in places and included all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was minimally demonstrated in all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
one
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
two
of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
three

or more
of the following elements

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Application of Course Knowledge
–

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 

 

Presentation of information was exceptional and included
all
of the following elements:

 

·   Applies principles, knowledge and information from   scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

 

Presentation of information was good, but was superficial in places and included
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

Presentation of information was minimally demonstrated in the
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
one
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from and scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
two
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
three
of the following elements

 

·   Applies principles, knowledge and information and scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

5 Points

4 Points

 

 

2 Points

0 Points

Interactive Dialogue

For Week 8 only:

 

Initial post should be a minimum of 200 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated
all
of the following:

 

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

 

Demonstrated 3 of the following:

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

Nursing theories – received view and perceived view

 

·         Responses are related to the topic of discussion.

Demonstrated 2 of the following:

 

 

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

Nursing theories – received view and perceived view

 

·         Responses are related to the topic of discussion.

Demonstrated 1 or less of the following:

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

4 Points

 

3 Points

2 Points

 

0 Points

Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

·         Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

 

·   0-4 errors in APA

format

 

AND

 

 

·   Responses have

0-4 grammatical,

spelling or

punctuation

errors.

 

AND

 

·   Writing style is

generally clear,

focused on topic,

and facilitates communication.

 

 

The following was present:

 

·   5-9 errors in APA format.

 

AND/OR

 

 

·   Responses have

5-9 grammatical, spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is

slightly focused

on topic making discussion difficult

to understand.

The following was

present:

 

·   10- 13 errors in

APA format

 

AND/OR

 

 

·   Responses have

10-13 grammatical, spelling and

punctuation errors.

 

AND/OR

 

·   Writing style is not focused on topic,

making discussion difficult to

understand.

 

 

The following was present:

 

·   14 to greater errors in APA format.

 

AND/OR

 

·   Responses have more

than 14 grammatical, spelling or punctuation errors.

 

AND/OR

 

·   Writing style does not facilitate communication

 

 

0 Points Lost

 

 

 

 

5 Points Lost

Participation Requirements

 

For Week 8 ONLY:

Demonstrated the following:

·         Initial, and peer or faculty postings were made on 2 separate days

 

Failed to demonstrate the following:

·         Initial, and peer or faculty postings were made on 2 separate days

 

 

0 Points Lost

5 Points Lost

Due Date Requirements

 

 

For Week 8 ONLY:

 

Demonstrated
all
of the following:

 

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer or one instructor response is to be posted within the course no later than Saturday, 11:59 pm MT.

 

 

 

 

 

Demonstrates
one

or less
of the following.

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer or one instructor response is to be posted within the course no later than Saturday, 11:59 pm MT.

 

 

NOTE:
To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Saturday. All discussion requirements must be completed by 11:59 pm MT Saturday of the eighth week. Nursing theories – received view and perceived view

*Scholarly source:
Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal.  You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These web sites
are not considered scholarly
as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.  For example American Heart Association is a .com site with scholarship and quality.  It is the responsibility of the student to determine the scholarship and quality of any .com site.  Ask your instructor before using any site that you are unsure of.   If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting.  This is defined to be 5 years or less.  Instructor permission must be obtained if using a source that is older than 5 years. Nursing theories – received view and perceived view

NURS 6050 agenda comparison grid and fact sheet Example

Part 1: Agenda Comparison Grid

Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:

Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.

Describe the administrative agenda focus related to the issue you selected.

Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.

Explain how each of the presidential administrations approached the issue. NURS 6050 agenda comparison grid and fact sheet Example

(A draft of Part 1: Agenda Comparison Grid should be posted to the Module 1 Discussion Board by Day 3 of Week 1.)

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Part 2: Agenda Comparison Grid Analysis

Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:

Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?

How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?

Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

 

 

Part 3: Fact Sheet or Talking Points Brief

Based on the feedback that you received from your colleagues in the Discussion, revise Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis.

Then, using the information recorded on the template in Parts 1 and 2, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. You can use Microsoft Word or PowerPoint to create your Fact Sheet or Talking Point Brief. Be sure to address the following:

Summarize why this healthcare issue is important and should be included in the agenda for legislation.

Justify the role of the nurse in agenda setting for healthcare issues.

 

Agenda Comparison Grid Template

Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2

 

Part 1: Agenda Comparison Grid

 

Use this Agenda Comparison Grid to document information about the population health/healthcare issue your selected and the presidential agendas. By completing this grid, you will develop a more in depth understanding of your selected issue and how you might position it politically based on the presidential agendas.

 

You will use the information in the Part 1: Agenda Comparison Grid to complete the remaining Part 2 and Part 3 of your Assignment.

 

 

Identify the Population Health concern you selected.

Opioid Crisis

 

Describe the Population Health concern you selected and the factors that contribute to it.

Drug overdose deaths continue to increase in the United States and continue to affect men and women from different backgrounds to include geographical, educational and ethnicity. The opioid crisis became prevalent in the late 1990’s partly to lack of information regarding the medications resulted from an increased rate in prescriptions drugs by subscribers (U.S. Department of State, 2017).

 

 

Administration (President Name)

(Donald J. Trump)

(Barack Obama)

(George W. Bush)

Describe the administrative agenda focus related to this issue for the current and two previous presidents.

 

The current administration has declared this crisis a public health emergency and talked about several ways to enforce and improve the crisis through improving access to prevention, treatment, and recovery services while targeting the availability and distribution of overdose-reversing drugs.

 

 

 

 

 

 

 

 

Some of the agenda of this president included a focus on healthcare availability allowing affected groups better and faster access to treatments and services while restricting prescribers ability to overprescribe (U.S. Department of State, 2012)

The focus of that administration was mainly focused on creative a budget for law enforcement because addiction was perceived as a crime rather than a public health issue.

Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.

According to the department of health and human services, “in 2017, HHS invested more than $900 million in opioid-specific funding, including to support state and local governments and civil society groups (HHS.gov, 2019).

 

 

 

 

 

 

 

 

Training is provided to first responders with access to availability of overdose-reversing drugs.

Funds were allocated to assist Training and resources were provided to law enforcement while offenders were sent to jails and/or rehabilitation services.

Explain how each of the presidential administrations approached the issue.

The current administration continues to approach the situation using a five-point strategy including prevention, treatment, recovery, research on addiction and pain, and advance the practice of pain management. HHS recommends prescribing Naloxone to patients at high risk for an opioid overdose (HHS.gov, 2019).

 

 

 

 

 

 

 

 

The administration approached the issue by ensuring that services were available to rural and underserved communities through easy access to services while providing access to public transportation. Physicians and nurses education included awareness and treatment of the crisis to reduce stigma and to improve adherence to treatments.

Although funding was available, the issue was approached at a criminal level rather than a health care crisis. More emphasis was placed on law enforcement ability to fight the issue as a crime while the most affected communities were left without treatments or services (CDC.gov, 2019).

 

References

 

U.S Department of Health and Human Services (HHS). National Opioid Crisis. (2019, August 27). The opioid epidemic in numbers. Retrieved from www.http:/hhs.gov

 

U.S. Department of State. (2012, February 12). President Bush announces drug control strategy. Retrieved from https://201-2009.state.gov/p/inl/rls/rm/8451.htm

 

What is the U.S. Opioid Epidemic? Opioid Crisis. (2019, August 27). Retrieved from Centers for Disease Control and Prevention (CDC). Retrieved from
http://wonder.cdc.gov
.

 

 

Part 2: Agenda Comparison Grid Analysis

 

Using the information you recorded in Part 1: Agenda Comparison Grid, complete the following to document information about the population health/healthcare issue your selected

 

Administration (President Name)

(Donald J. Trump)

(Obama Barack)

(George W. Bush)

Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?

 

The current administrative agency is more likely be responsible for helping me with my chosen healthcare issue of opioid crisis since more is being done today to come up with new ways to solve this issue than ever before. President Trump announced on October 26, 2017, that his administration had declared the opioid crisis a nationwide Public Health emergency (Whitehouse, March 2018}.

President Trump immobilized his entire administration to address this issue by labeling it as a public health emergency and directed the declaration of a nationwide public health emergency to address the issue (

This action allows for expanded access to telemedicine services, including services involving remote prescribing of medicine commonly used for substance abuse or mental health treatment (

The declaration opened up avenues necessary to combat the crisis. Ways to fight back the crisis include: prevention, treatment, and recovery.

 

 

 

 

 

 

Between 2013 and 2017, more than 67,000 people died of synthetic-opioid By 2016, thousands of people were dying from overdoses of fentanyl, the deadliest drug to ever hit U.S streets and the administration needed to take immediate action. By then, the epidemic had been escalating for over three years. (washingtonpost, March 2018)

The opioid crisis represented an extraordinary public health challenge, according to 11 experts back in 2016, the Obama administration considered the request but did not take immediate actions. The decision was one in a series of missed opportunities, oversights and half-measures by federal officials who failed to grasp how quickly, and fatal fentanyl was which contributed to the opioid epidemic.

After the 2016 election, at the urging of President Obama, Congress approved nearly $1 billion for oipiod treatment programs. Drug policy experts called that figure” a drop in the bucket”.(      ).

The administration had comprehensive approach to the opioid crisis which included passage of the Affordable Care Act, a push for funding to expand treatment and the updating of guidelines for prescribing opioids. The administration added money to accelerate data collection on overdoses. The administration also met held “roundtable” with grieving parents.

As law enforcement began cracking down in 2005 on prescription opioids such as Oxycontin and Vicodin, addicts turned to heroin, which was cheaper and more available. Then, in 2003, fentanyl arrived, and overdoses and deaths soared (whashingtonpost, March 2019).

NURS 6050 agenda comparison grid and fact sheet Example

 

How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?

For years, congress didn’t provide significant funding to combat the opioid epidemic. U.S. Customs and border protection didn’t have enough officers, properly trained dogs or sophisticated equipment to curb illegal fentanyl shipments entering the country from China and Mexico. The US postal service didn’t require electronic monitoring of international packages, making it difficult to detect parcel containing opioids ordered over the internet from China(     ).

Facing hotly contested midterm elections in 2018, Congress finally passed legislation aimed at addressing the increasingly politicized opioid crisis, including measures to force the Postal Office Service to start tracking international packages.

NURS 6050 agenda comparison grid and fact sheet Example

 

No one in Congress issued public statements or calls for actions despite the rise in overdoses and deaths

Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

 

Note: Part 3: of the Module 1: Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief is a 1-page Fact Sheet or Talking Points Brief the you will create in a separate document.

 

 

Part 2: Agenda Comparison Grid Analysis

Administration (President Name)

(Donald J. Trump)

(Obama Barack)

(George W. Bush)

Administrative Agency

-President Donald Trump’s administration declared the opioid crisis to be a public health emergency and was clear on some of the ways his administration would use to address the issue (Gostin, Hodge & Noe, 2017).

-He ensured the formation of the Commission on Combating Drug Addiction and the Opioid Crisis under the leadership of New Jersey governor Christ Christie. The commission provided 56 recommendations on how best to address the opioid crisis (Baker, 2017).

-Several Medicaid changes were proposed  to combat the crisis

– Trump signed the International Narcotics Trafficking Emergency Response By Detecting Incoming Contraband With Technology (INTERDICT) Act which was a boost for the country’s screening tools for the customs agents.

-President Trump’s administration approach to this issue is more aggressive as compared to previous administrations thus the best choice for addressing this issue.

-President Barack Obama’s administration was more aggressive than the administration of George Bush in addressing the opioid crisis.

– Although he implemented the Prescription Drug Abuse Prevention Plan the crisis did not incorporate the abuse and misuse of carefentanil and fentanyl (Nelson, Juurlink & Perrone, 2015).

-in 2010, he passed the Fair sentencing Act where different drugs were given different sentences.

-Signed the CARA Act into law to expand access to naloxone in efforts to combat the crisis (Painter, 2017).

-Obamas administration delayed efforts to curb the opioid crisis until the year 2015.

– The crisis was in its initial stages during George’s administration.

NURS 6050 agenda comparison grid and fact sheet Example

-Bush proved to be more reactive than proactive  in combating the crisis

– The national government was generally not well prepared in terms of resources and technology, which allowed the flourishing of the illegal drug market.

Agenda Setting

Under Trump’s administration, the agenda of addressing the opioid crisis was set and maintained by the administration’s leadership through a five-point strategy of prevention, treatment, recovery and research and advanced practice.

Barack’s administration set the opioid crisis agenda by championing for universal health coverage through the ACA to guarantee access to care in all community settings and nurse practitioners to fill the gaps in practice.

George Bush’s administration set and maintained the opioid crisis agenda from a legal perspective where a lot of emphasis was placed   on addressing the issue as a form of crime especially in community settings that had little or no access to care services.

Champion/Sponsor

Admiral James Winnefeld who formed the Stop Addiction Fatality Epidemic (SAFE) after losing their son to an opioid drug overdose in 2017.

Senator Sheldon Whitehouse who introduced the Comprehensive Addiction and Recovery Act that was signed into law in 2016 by president Obama.

Hillary Clinton, the US first lady from 1993-2001 when the opioid crisis had just began and US senator from 2001 to 2009 could be the best champion.

 

Part 3: Fact Sheet

Why the Opioid Crisis Is Important For the Legislation Agenda

Epidemiology

The opioid crisis affects people of all races, ages, and gender. However, older adults are the most affected due to high reliance on opioids to cope with very painful chronic illnesses.

The 2012-2013 data from the National Epidemiology Survey on Alcohol and associated conditions revealed that 2.5% of adults aged 65 and older used prescription opioids for 12 months with no medical indication (Gostin, Hodge & Noe, 2017).

5% of this population was later diagnosed with opioid use disorder.

Physical, Social, Physiological and Psychological Effects

Long term use of opioids can result in drowsiness, euphoria, and respiratory complications (McCarty, Priest & Korthuis, 2018).

In more severe cases, individuals can develop opioid use disorder with withdrawal symptoms, being unable to reduce or control their use, addiction, inability to perform educational and work responsibilities and activities of daily life, being tolerant, interpersonal and social problems (McCarty, Priest & Korthuis, 2018).

Mortality and Morbidity Rates

The opioid epidemic in the United States claims more than 30,000 individuals annually.

In the year 2017, more than 70,000 mortalities occurred from a drug overdose and 50,000 involved opioid use(Painter, 2017). NURS 6050 agenda comparison grid and fact sheet Example

The number of deaths and disability has gradually increased over the years.

Economic Implications

Managing opioid use disorder and its related symptoms has proven to be costly for individuals, households and the federal government.

Trump’s administration used approximately $11billion in the 2017-2018FY to address the opioid crisis in terms of prevention, recovery, treatment and promoting the continuum of care (Gostin, Hodge & Noe (2017)

Nurse’s Role In Opioid Crisis Agenda Setting

Prevention and Early Recognition

Nurses can have a significant role in early recognition and prevention of opioid misuse and abuse since they are at the first contact with patients and spend more time with them.

Prescription Monitoring

Nurses are positioned to identify patients who start to gradually be addicted to opioids by monitoring prescriptions (Murthy, 2016).

Advocacy

Nurses can advocate for the implementation of appropriate policies and strategies of pain management, develop new standards on how to write opioid prescriptions and protocols for opioid addiction treatment for released convicts.

 

References

Baker, D. W. (2017). History of The Joint Commission’s pain standards: lessons for today’s prescription opioid epidemic. 
Jama
, 
317
(11), 1117-1118. NURS 6050 agenda comparison grid and fact sheet Example

Christie, C., Baker, C., Cooper, R., Kennedy, P. J., Madras, B., & Bondi, P. (2017). The president’s commission on combating drug addiction and the opioid crisis. 
Washington, DC, US Government Printing Office, Nov
, 
1
.

Gostin, L. O., Hodge, J. G., & Noe, S. A. (2017). Reframing the opioid epidemic as a national emergency. 
Jama
, 
318
(16), 1539-1540.

McCarty, D., Priest, K. C., & Korthuis, P. T. (2018). Treatment and prevention of opioid use disorder: challenges and opportunities. 
Annual review of public health
, 
39
, 525-541.

Murthy, V. H. (2016). Ending the opioid epidemic—a call to action. 
New England Journal of Medicine
, 
375
(25), 2413-2415.

Nelson, L. S., Juurlink, D. N., & Perrone, J. (2015). Addressing the opioid epidemic. 
Jama
, 
314
(14), 1453-1454.

Painter, S. G. (2017). Opiate crisis and healthcare reform in America: A review for nurses. 
OJIN: The Online Journal of Issues in Nursing
, 
22
(2).

Saloner, B., McGinty, E. E., Beletsky, L., Bluthenthal, R., Beyrer, C., Botticelli, M., & Sherman, S. G. (2018). A public health strategy for the opioid crisis. 
Public Health Reports
, 
133
(1_suppl), 24S-34S. NURS 6050 agenda comparison grid and fact sheet Example

NURS 4100 Common Flaws in Quantitative nursing Studies

NURS 4100 -Quality and Safety Through Evidence-Based Practice

BSN Completion Program

Walden University

Critical Appraisal of Qualitative Research

Smucker, D., Regan, S., Elder, N., &   Gerrety, E. (2014). Patient safety   incidents in home hospice care:

The experiences of hospice interdisciplinary team members. 
Journal of Palliative Medicine,

17
(5), 540-544.

Quality

Is the journal peer-reviewed?

ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER HERE

Are the authors qualified to conduct the research?

Focus of Study

What experience or situation are the researchers seeking to understand?

Study Design

What is the expected outcome of the study?

Do the researchers want to describe an event, explain a cultural experience or generate a theory?

What is the study design?

Data Collection

Who were the sample and how were they recruited?

How were the data collected?

Control

How did the researchers control their biases or preconceptions during the data collection process?

Data Analysis

How were the data analyzed?

Do the authors include direct quotes and generalized statements as examples of data?

Results

What are the main findings of the study?

What themes emerged from the analysis?

Recommendations

Do the authors provide recommendations for future research?

Limitations

Are the limitations of the study discussed?

 

APPENDIX F

Appraisal Guide:

Findings of a Quantitative Study

 

 

APA Formatted Citation: (4 pts.)

Answer Here:

 

 

Synopsis
(16 pts.)

What was the purpose of the study (research questions, purposes, and hypotheses)?

Answer Here:

 

How was the sample obtained?

Answer Here:

 

What inclusion or exclusion criteria were used?

Answer Here:

 

Who from the sample actually participated or contributed data (demographic or clinical profile and dropout rate)?

Answer Here:

 

What methods were used to collect data (e.g., sequence, timing, types of data, and measures)?

Answer Here:

 

Was an intervention tested? Answer Yes or No

 

How was the sample size determined?

Answer Here:

 

Were patients randomly assigned to treatment groups?

Answer Here:

 

What are the main findings of the study? (10 pts.)

Answer Here:

 

Credibility
(14 pts.)

 

Yes

No

Not Clear

Is the study published in a source that required peer review?

 

 

 

*Did the data obtained and the analysis conducted answer the research question?

 

 

 

Were the measuring instruments reliable and valid?

 

 

 

*Were important extraneous variables and bias controlled?

 

 

 

*If an intervention was tested, answer the following five questions:

 

 

 

Were participants randomly assigned to groups and were the two groups similar at the start (before the intervention)?

 

 

 

Were the interventions well defined and consistently delivered?

 

 

 

Were the groups treated equally other than the difference in interventions?

 

 

 

If no difference was found, was the sample size large enough to detect a difference if one existed?

 

 

 

If a difference was found, are you confident it was due to the intervention?

 

 

 

Are the findings consistent with findings from other studies?

 

 

 

 

All

Some

No

ARE THE FINDINGS CREDIBLE?                  

 

 

 

 

 

 

 

 

Clinical Significance
(6 pts.)

 

Note any difference in means, r
2
s, or measures of clinical effects (ABI, NNT, RR, OR)

Answer Here: NURS 4100 Common Flaws in Quantitative nursing Studies

 

Yes

No

Not Clear

*Is the target population clearly described?

*Is the frequency, association, or treatment effect impressive enough for you to be confident that the finding would make a clinical difference if used as the basis for care?

 

All

Some

No

ARE THE FINDINGS CLINICALLY

SIGNIFICANT?
                                                    

 

*= Important criteria

 

Comments

Answer Here:

 

Common Flaws in Quantitative Studies

The common flaws associated with quantitative studies include inappropriate representation of the target population; requires large sample size to collect data; lack of ability to control the environment; limited outcomes; and complicated data analysis methods (Rahman, 2017).

Inappropriate representation of the target population can interfere with the study’s targeted aims and objectives. In spite of using the suitable sampling plan, representation of the study participants depends on the probability distribution of the available data. This can result in inaccuracy of probability distribution and result in inaccuracy in proposition (Ponto, 2015). Secondly, quantitative studies need large sample sizes and lack of adequate resources may hinder use of adequate sample size when conducting research and hence affect generalization of the study results (Regnault et al, 2018). Moreover, controlling the environment when conducting quantitative research is difficult. As Rahman (2017) explains, when conducting quantitative research, it can be problematic to control the environment where the respondents give answers during the survey or in the questionnaires. The responses are dependent on specific time and conditions existing during that specific time-frame. NURS 4100 Common Flaws in Quantitative nursing Studies

In addition, quantitative researches are associated with limited outcomes due to the structured questionnaires and surveys with close-ended questions. Therefore, the respondents have limited options when it comes to responses and the close-ended questions leads to restricted outcomes delineated within the research proposal (Ponto, 2015). Therefore, the findings do not always represent the actual happenings, in a generalized form. Finally, quantitative studies require complex data analysis methods such as statistical analysis which can be challenging to researchers without knowledge on statistics (Queirós et al, 2017). The requirement to perform efficient statistical confirmation of findings is very challenging within a quantitative study.

 

 

References

Queirós A, Faria D & Almeida F. (2017). Strengths and Limitations of Qualitative and Quantitative Research Methods.
European Journal of Education Studies
. 3(9).

Ponto J. (2015). Understanding and Evaluating Survey Research.
J Adv Pract Oncol
. 6(2), 168–171.

Rahman, S. (2017). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “testing and assessment” research: a literature review.
Journal of Education and Learning
. 6(1), 102-112. NURS 4100 Common Flaws in Quantitative nursing Studies

Regnault A, Tom W & Barbic S. (2018). Towards the use of mixed methods inquiry as best practice in health outcomes research.
J Patient Rep Outcomes
. 2(19).

 

 

APPENDIX F

Appraisal Guide:

Findings of a Quantitative Study

 

 

APA Formatted Citation: (4 pts.)

Answer Here:

 

 

Synopsis
(16 pts.)

What was the purpose of the study (research questions, purposes, and hypotheses)?

Answer Here:

 

How was the sample obtained? NURS 4100 Common Flaws in Quantitative nursing Studies

Answer Here:

 

What inclusion or exclusion criteria were used?

Answer Here:

 

Who from the sample actually participated or contributed data (demographic or clinical profile and dropout rate)?

Answer Here:

 

What methods were used to collect data (e.g., sequence, timing, types of data, and measures)?

Answer Here:

 

Was an intervention tested? Answer Yes or No

 

How was the sample size determined?

Answer Here:

 

Were patients randomly assigned to treatment groups?

Answer Here:

 

What are the main findings of the study? (10 pts.)

Answer Here:

 

Credibility
(14 pts.)

 

Yes

No

Not Clear

Is the study published in a source that required peer review?

 

 

 

*Did the data obtained and the analysis conducted answer the research question?

 

 

 

Were the measuring instruments reliable and valid?

 

 

 

*Were important extraneous variables and bias controlled?

 

 

 

*If an intervention was tested, answer the following five questions:

 

 

 

Were participants randomly assigned to groups and were the two groups similar at the start (before the intervention)?

 

 

 

Were the interventions well defined and consistently delivered? NURS 4100 Common Flaws in Quantitative nursing Studies

 

 

 

Were the groups treated equally other than the difference in interventions?

 

 

 

If no difference was found, was the sample size large enough to detect a difference if one existed?

 

 

 

If a difference was found, are you confident it was due to the intervention?

 

 

 

Are the findings consistent with findings from other studies?

 

 

 

 

All

Some

No

ARE THE FINDINGS CREDIBLE?                  

 

 

 

 

 

 

 

 

Clinical Significance
(6 pts.)

 

Note any difference in means, r
2
s, or measures of clinical effects (ABI, NNT, RR, OR)

Answer Here:

 

Yes

No

Not Clear

*Is the target population clearly described?

*Is the frequency, association, or treatment effect impressive enough for you to be confident that the finding would make a clinical difference if used as the basis for care?

 

All

Some

No

ARE THE FINDINGS CLINICALLY

SIGNIFICANT?
                                                    

 

*= Important criteria NURS 4100 Common Flaws in Quantitative nursing Studies