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  • Professional practice portfolio use essay

    Professional practice portfolio use essay

    This task comprises three components.

    1. Professional practice portfolio use 

    Professional practice portfolios are asserted to be beneficial to demonstrate the capability for professional nursing practice.

    Describe a professional practice portfolio and the recommended components. Professional practice portfolio use essay.

    Present a written argument for the use of a professional practice portfolio to demonstrate professional nursing practice. This argument should demonstrate critical thinking and analysis of the issues; include why portfolios should be used and a discussion of the benefits and challenges of using a professional practice portfolio to demonstrate capability for professional nursing practice.

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    Discuss and differentiate between management and leadership competencies and describe how development of these competencies could be evidenced in a professional practice portfolio.

     Support your argument with at least seven scholarly sources from 2011 onwards. Professional practice portfolio use essay

    Developing a Professional Practice Portfolio TASK RATIONALE / AIM: According to the Registered Nurse Standards for Practice (2017), to provide safe, effective nursing care, nurses must maintain capability for practice through lifelong learning and professional development (Nursing and Midwifery Board of Australia [NMBA], 2017). This assessment is designed to provide you with the understanding and skills required to develop a professional practice portfolio which can evidence your capability for practice as a Registered Nurse. TASK INSTRUCTIONS: This task comprises three components. 1. Professional practice portfolio use Professional practice portfolios are asserted to be beneficial to demonstrate the capability for professional nursing practice. • Describe a professional practice portfolio and the recommended components. • Present a written argument for the use of a professional practice portfolio to demonstrate professional nursing practice. This argument should demonstrate critical thinking and analysis of the issues; include why portfolios should be used and a discussion of the benefits and challenges of using a professional practice portfolio to demonstrate capability for professional nursing practice. • Discuss and differentiate between management and leadership competencies and describe how development of these competencies could be evidenced in a professional practice portfolio. • Support your argument with at least seven scholarly sources from 2011 onwards. Professional practice portfolio use essay.

    2. Professional standards Standard 3 “Maintains the capability for practice” (NBMA, 2016) includes seven points.

    The fourth point states the Registered Nurse (RN) “accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role” (NMBA, 2016). Professional practice portfolio use essay

    • Chose a situation from your clinical placement where you were delegated an action or responsibility by your RN clinical practice partner or clinical facilitator and describe this situation. Your description should include five key elements; context of nursing practice and health care delivery (where this occurred), who was involved, what you were delegated, how you enacted the delegated action/responsibility and the outcome of the situation. • Critically discuss how you demonstrated professional nursing practice, within your student nurse scope of practice, and reflect upon accountability for your decisions, actions, behaviours and responsibilities. • Support your discussion with at least three scholarly sources from 2011 onwards. Point of clarification: • The Registered Nurse standards document describes how the seven standards are interconnected (see Figure 1, NBMA, 2016). Your clinical situation may incorporate a description of you enacting one or more of the standards e.g. assessment (Standard 4), developing a plan (Standard 5), providing nursing care (Standard 6), or evaluating care outcomes (Standard 7). 3. Peak professional nursing organisation A peak organisation (also known as a ‘peak body’) is a term for an advocacy group or trade. Professional practice portfolio use essay. association (it may be in nursing, or medicine, or any ‘trade’), an association of industries or groups with allied interests. They are established for the purposes of developing standards and processes, or to act on behalf of all members. There are many peak bodies in nursing, ranging from general organisations, such as the Australian College of Nursing (ACN) to specialised organisations such as the Australian College of Critical Care Nurses (ACCCN) or the Australian Primary Health Care Nurses Association (APNA).

    • Consider where your professional interests lie and identify and report on a peak professional nursing organisation relevant to your career path. • This report must include the membership requirements, whether this organisation supports advanced or specialty practice, how this organisation supports and leads professional nursing practice, what professional opportunities are provided through the professional organisation and a justification why it is relevant to your intended career path. Professional practice portfolio use essay.

    OTHER ELEMENTS: • You do not need to include an introduction or conclusion to this written assessment • Use a heading for each of the three components of the assessment • Provide one reference list at the end of your written assignment which presents all references (from the three components) in alphabetical order. • State your word count (excluding your reference list) on the Assignment Coversheet. • Do not exceed 2,000 words. Words over 2,000 will not be read or marked. • Submit your DRAFT Professional practice portfolio use essay assignment via Turnitin as per the instructions on your

    USQ course site.

    POSSIBLE

    MARKING CRITERIA

    MARKS

    University of Southern Queensland

    1. Professional Practice Portfolio (Approx 1,000 words)

    1.1 Description (Approx 300 words) 5

    • Describes a professional practice portfolio and the recommended components. 1.2 Argument (Approx 350 words) • Presents a written argument for the use of a professional practice portfolio. • The argument demonstrates critical thinking and analysis of the issues; it. Professional practice portfolio use essay.

    5 explains why portfolios should be used and includes a discussion of the benefits and challenges of using a professional practice portfolio to demonstrate capability for professional nursing practice.

    1.3 Management and leadership (Approx 350 words) • Discusses management and leadership competencies relevant to nursing 5 and describe how development of these competencies could be evidenced in a professional practice portfolio. 1.4 Evidence • Demonstrates evidence of ability to apply research concepts and principles such as use of databases, critique of quality, relevant and up-to-date 5 literature. Argument supported by at least eight relevant, high quality, evidence-based, scholarly sources from 2011 onwards. Professional practice portfolio use essay.

    2. Professional Standards (Approx 750 words)

    2.1 Description of situation (Approx 250 words) • Clearly describes a situation from student nurse clinical placement. • Description includes five key elements: context of practice (where this 5 occurred), who was involved, what you were delegated to do, how you enacted the delegated action/responsibility and the outcome of the situation.

    2.2 Critical discussion (Approx 500 words) • Critically discusses how you demonstrated professional nursing practice, within your student nurse scope of practice. 5 • Demonstrates insight regarding accountability for decisions, actions, behaviours and responsibilities. Professional practice portfolio use essay.

    2.3 Evidence • Demonstrates evidence of ability to apply research concepts and principles such as use of databases, critique of quality, relevant and up to date 5 literature. Discussion is supported by at least three relevant, high quality, evidence-based, scholarly sources from 2011 onwards. Professional practice portfolio use essay.

    3. Professional Membership (Approx 250 words) 3.1 Report on peak professional nursing organisation • Reports on a peak professional nursing organisation relevant to a career path in nursing. • This report includes the membership requirements, whether this organisation 5 supports advanced or specialty practice, how this organisation supports and leads professional nursing practice, what professional opportunities are provided through the professional organisation and a justification for why it is relevant to the intended career path.

    4. Referencing: · Referencing (in-text citations and reference list entries) as per APA

    USQ Referencing style 5

    Provides at least 10 unique references, in alphabetical order, in one list which starts on a separate page. 5. Academic writing and presentation: • Is well presented, with correct spelling, grammar, well-constructed sentences and appropriate paragraph structures. Professional practice portfolio use essay.

    • Uses academic language throughout. 5 • Meets the 2,000-word length requirements (excluding reference list). Total marks 50. Professional practice portfolio use essay.

  • Cultural Sensitivity: Risk Factors Essay Assignment

    Cultural Sensitivity: Risk Factors Essay Assignment

    What are risk factors and how do they impact the cultures you serve as a nurse?

    In a 1-2 page Word document, explain about risk factors for a different culture. (Hispanic Culture) You may conduct independent online research to provide information for your response. Please cite any outside research sources.

    What is the definition of risk factors?

    Select a different culture than your own (Hispanic Culture) and describe two risk factors.

    What one nursing strategy can you implement to effectively care for this culture, based upon the risk factors that you identified?

    Identify one health promotion intervention that might reduce the risk factor.

    Cultural Sensitivity: Risk Factors Essay Assignment

  • Spirituality Assessment in Nursing Care Essay Paper

    Spirituality Assessment in Nursing Care Essay Paper

    This assignment introduces you to spiritual concepts. Identify an individual (friend or family member) willing to participate in a spiritual assessment. Use the two different tools, HOPE questions and the FICA tool (Attached) to interview the participant. Share your findings in a 3 page paper *along with a reflection about which tool you found was the most helpful in guiding your nursing care*. Discuss what situations you would you choose to use each tool. Spirituality Assessment in Nursing Care Essay Paper

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    specialty practice series

    Best Practices in Nursing Care for Hospitalized Older Adults

    From The Hartford Institute for Geriatric Nursing, New York University, College of Nur

    E S = Issue Number SP5, 2011 Series Editor: Marie Boltz, PhD, GNP-BC

    Series Co-Editor: Sherry A. Greenberg, MSN, GNP- New York University College of Nursing

    Assessment of Spirituality in Older Adults: FICA Spiritual History Tbol

    By: Tami Bomeman, MSN, RN, CNS, FPCN Division of Nursing Research & Education, City of Hope National Medical Center and

    Hospice and Palliative Nurses Association

    WHY: Older adults often need to find a way to cope with serious illnesses and end of life issues while re-evaluating life and spirituality. Research has shown that patients rely on their religion to help them cope with their illnesses and want their clinicians to ask about their spiritual concerns. The National Quality Forum (2006) and The National Consensus Project for Quality Palliative Care (2009) include spiritual care as one of eight clinical practice guidelines. Hence, clinicians need to incorporate a spiritual history into routine patient care.

    BEST TOOL: The FICA Spiritual History Tool (FICA) (Puchalski, 1996) was developed in collaboration with primary care providers as a guide for clinicians to incorporate open-ended questions regarding spirituality into a standard comprehensive history. FICA pocket cards and a demonstration on how to perform a spiritual history may be found at The George Washington Institute for Spirituality and Health website, www.gwish.org.

    TARGET POPULATION: Any older adult facing illness. As people age, they often reflect on the past. Spirituality, however defined by the patient, is often a component of reminiscing that may reinforce meaning and value to a person’s life.

    VALIDITY AND RELIABILITY: Preliminary clinical evaluation (n=76; mean age 57) of the feasibility and usefulness of the FICA was conducted as part of a larger National Cancer Institute funded study (B. Ferrell, P.I). Content analysis was used to capture themes from FICA open-ended questions along with descriptive data from the single item FICA quantitative measure that asked patients to rate the importance of faith/belief in their life on a 0 (not important) to 5 (very important) scale. The mean score of 8.40 indicated that spirituality was important to patients, and data confirmed that the FICA was effective for assessing several dimensions of spirituality based on correlation with spirituality indicators in the Quality of Life (QOL) Tool – Spiritual Domain (Bomeman, et al., 2010).

    STRENGTHS AND LIMITATIONS: The FICA provides clinicians with a quick and easy means to conduct a spiritual history. Preliminary data from one hospital and one setting found the FICA to be clinically useful. Further research is needed.

    FOLLOW UP: Follow up assessment involves addressing all the issues in the FICA at every regularly scheduled visit. This enables the clinician to make the appropriate referrals (e.g. to pastoral counseling) depending on the findings.

    MORE ON THE TOPIC: Best practice information on care of older adults: www.ConsultGeriRN.org. Bomeman, T., Ferrell, B., & Puchalski, C. (2010). Evaluation of the FICA tool for spiritual assessment. Joumal of Pain and Symptom Management,

    40{2), 163-173. National Quality Forum. (2006). A national framework and preferred practices for palliative and hospice care quality. Washington, DC: National Quality Forum. National Consensus Project for Quality Palliative Care. (2009). Clinical practice guidelines for quality palliative care (2″” ed.). Available from

    httD://www.nationalconsensusproiect.org. Puchalski, C. (2006). Spiritual assessment in clinical practice. Psychiatric Annals, .Î6(3), 150-155. Puchalski, C, & Romer, A.L. (2000). Taking a spiritual history allows clinicians to understand patients more (uWy. Joumal of Palliative Medicine, 3(), 129-137. Sulmasy, D. (2006). Spiritual issues in the care of dying patients: “…it’s okay between me and Qoá.” JAMA, 296{U), 1385-1392. Yoon, D., & Lee, EK. (2007). The impact of religiousness, spirituality, and social support on psychological well-being among older adults in rural areas.

    Joumal of Gerontological Social Work, 45(3/4), 281-298.

    Permission is hereby granted to reproduce, post, download, and/or distribute, tbis material in its entirety only for not-for-profit educational purposes only, provided tbat The Hartford Institute for Geriatric Nursing, New York tJniversity, College of Nursing is cited as the source. Tbis material may be downloaded and/or distributed in electronic format,

    including PDA fonnat. Available on the internet at www.hartfordign.org and/or www.ConsultGeriRN.org. E-mail notification of usage to: hartford.ign@nyu.edu.

    FICA Spiritual History Tool (Puchalski, 1996)

    Clinician Questions

    F FAITH AND BELIEF

    Patient Responses

    • Do you consider yourself spiritual or religious?

    • Do you have spiritual beliefs that help you cope with stress?

    If the patient answers “No,” the health care provider might ask,

    • What gives your life meaning?

    Sometimes patients respond with answers such as family, career, or nature.

    I IMPORTANCE

    • What importance does your faith or belief bave in your life?

    • Have your beliefs influenced how you take care of yourself in this illness?

    • What role do your beliefs play in regaining your health?

    C COMMUNITY

    • Are you part of a spiritual or religious community?

    • Is this of support to you and how?

    • Is there a group of people you really love or who are important to you?

    Communities such as churches, temples, and mosques, or a group of like-minded friends can serve as strong support systems for some patients.

    A ADDRESS IN CARE

    How would you like me, your healthcare provider, to address these issues in your healthcare?

    Available at www.gv ‘̂ish.org

    Reprinted with permission from Christina Puchalski, MD, FACP Executive Director, The George Washington Institute for Spirituality and Health

    A series provided by The Hartford Institute for Geriatric Nursing,

    New York University, College of Nursing

    EMAIL hartford.ign@nyu.edu MARrroiit) iNsnruii wtf^siit vwvw.hartfordign.org

    cLiNirAL NURSINÚ WEBSITE www.ConsultGeriRN.org

    Copyright of Try This: Best Practices in Nursing Care to Older Adults with Dementia is the property of New

    York University, John A. Hartford Institute for Geriatric Nursing and its content may not be copied or emailed

    to multiple sites or posted to a listserv without the copyright holder’s express written permission. However,

    users may print, download, or email articles for individual use.

    Copyright of Try This: Best Practices in Nursing Care to Older Adults is the property of New York University,

    John A. Hartford Institute for Geriatric Nursing and its content may not be copied or emailed to multiple sites or

    posted to a listserv without the copyright holder’s express written permission. However, users may print,

    download, or email articles for individual use.

    Copyright of Try This: Best Practices in Nursing Care to Older Adults is the property of New York University, John A. Hartford Institute for Geriatric Nursing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. Spirituality Assessment in Nursing Care Essay Paper

  • Patient-Centered Technologies Essay Assignment Paper

    Patient-Centered Technologies Essay Assignment Paper

    Although  health care professionals play a significant role in health outcomes,  the day-to-day management of a patient’s health is also a personal  responsibility. Physicians and nurses can provide diagnoses,  interventions, treatments, and prescriptions, but they will only have an  impact if patients follow through with their health care provider’s  recommendations.  Patient-Centered Technologies Essay Assignment Paper.

    The  advent of diverse health-related technologies is providing  unprecedented opportunities to assist patients in maintaining control of  their health.  Consider for a moment health and fitness mobile apps,  talking pill bottles, and smart apartments. New patient-centered  technologies are being developed every day!

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    For  this Assignment, you will select a health-related mobile app, personal  health record, smart technology, or an interactive social media site  that is helping patients to better manage their health. Patient-Centered Technologies Essay Assignment Paper.

    Note:
     For  the purposes of this assignment, a “mobile app” is defined as a  technology application that can be viewed, played, and stored on  smartphone devices and tablets.

    To prepare:

    Review Chapter 35, “Consumer/Patient Engagement and eHealth Resources”, in the course text, 
    Essentials of Nursing Informatics
    , and consider how technological innovations are transforming the ways patients’ access health-related information.

    Reflect  on the various patient-centered technologies that you or others may  use, as well as those gaining attention in the media. Patient-Centered Technologies Essay Assignment Paper.

    Conduct research on patient-centered technologies that assist users in managing their own health.

    Select  one technology category such as apps, personal health records, smart  technologies, or interactive social media sites to further explore.  Examine the parameters of a specific patient-centered technology within  this category. How does this technology put patients in control of their  health?

    To complete:

    Submit a 
     
    1-page paper that addresses the following:

    Identify  the patient-centered technology that you selected, as well as the  population of patients for whom this technology is designed.

    Describe  how this technology is tailored toward patient use. Specifically,  explain how the features, functions, and design can help patients manage  their own health.

    Explain the risks and benefits this technology might bring to users. Patient-Centered Technologies Essay Assignment Paper.

    Predict  the impact this technology might have on patient health outcomes. Be  sure to support your work with specific citations from the Learning  Resources and any additional sources. Patient-Centered Technologies Essay Assignment Paper.

    Note:
     If  you choose to select an interactive social media site, text- or  article-based websites such as WebMD or Health.gov may not be selected.  For the purposes of this course, interactive social media is defined as a  digital technology that allows users to manipulate, interact with,  and/or engage with other users. Ensure that if you choose an interactive  social media site, it adheres to this rule. Patient-Centered Technologies Essay Assignment Paper

  • IOM REPORT

    In a paper of 1,000-1,250 words:

    Discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”

    Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development.

    What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?Explore the Campaign for Action webpage (you may need to research Virginia state website if it is not active on this site): 
    http://campaignforaction.org/states. 
    Review Virginia state’s progress report by locating the state and clicking on
     
    one
     
    of the six progress icons for: education, leadership, practice, interpersonal collaboration, diversity, and data. You can also download a full progress report Virginia  state by clicking on the box located at the bottom of the webpage. ***Summarize two initiatives spearheaded by 
    Virginia
     state action coalition. In what ways do these initiatives advance the nursing profession? What barriers to advancement currently exist in Virginia? How can nursing advocates in Virginia overcome these barriers?                                                                                                                                                                                             A minimum of three scholarly references are required for this assignment.

  • NRS 490 – Literature Evaluation Table

    NRS 490 – Literature Evaluation Table

    Literature Evaluation Table Rubric

    Literature Evaluation Table

    Literature Evaluation Table Rubric

     

    1

    Unsatisfactory 0-71%

    0.00%

    2

    Less Than Satisfactory 72-75%

    75.00%

    3

    Satisfactory 76-79%

    79.00%

    4

    Good 80-89%

    89.00%

    5

    Excellent 90-100%

    100.00%

    100.0 %Article Selection

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    5.0 %

    Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article

    Author, journal (peer-reviewed), and permalink or working link to access article section is not included.

    Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.

    Author, journal (peer-reviewed), and permalink or working link to access article section is present.

    Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.

    Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.

    5.0 %

    Article Title and Year Published

    Article title and year published section is not included.

    Article title and year published section is present, but it lacks detail or is incomplete.

    Article title and year published section is present.

    Article title and year published section is clearly provided and well developed.

    Article title and year published section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.

    5.0 %

    Design (Type of Quantitative, or Type of Qualitative)

    Design (type of quantitative, or type of qualitative) section is not included.

    Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.

    Design (type of quantitative, or type of qualitative) section is present.

    Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.

    Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.

    5.0 %

    Setting or Sample

    Setting or sample section is not included.

    Setting or sample section is present, but it lacks detail or is incomplete.

    Setting or sample section is present.

    Setting or sample section is clearly provided and well developed.

    Setting or sample section is comprehensive and thoroughly developed with supporting details.

    5.0 %

    Methods: Intervention or Instruments

    Methods: Intervention or instruments section is not included.

    Methods: Intervention or instruments section is present, but it lacks detail or is incomplete.

    Methods: Intervention or instruments section is present. NRS 490 – Literature Evaluation Table

    Methods: Intervention or instruments section is clearly provided and well developed.

    Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Analysis

    Analysis section is not included.

    Analysis section is present, but it lacks detail or is incomplete.

    Analysis section is present.

    Analysis section is clearly provided and well developed.

    Analysis section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Key Findings

    Key findings section is not included.

    Key findings section is present, but it lacks detail or is incomplete.

    Key findings section is present. NRS 490 – Literature Evaluation Table

    Key findings section is clearly provided and well developed.

    Key findings section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Recommendations

    Recommendations section is not included. NRS 490 – Literature Evaluation Table

    Recommendations section is present, but it lacks detail or is incomplete.

    Recommendations section is present.

    Recommendations section is clearly provided and well developed.

    Recommendations section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Explanation of How the Article Supports EBP or Capstone

    Explanation of how the article supports EBP or capstone section is not included.

    Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.

    Explanation of how the article supports EBP or capstone section is present.

    Explanation of how the article supports EBP or capstone section is clearly provided and well developed.

    Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Presentation

    The piece is not neat or organized, and it does not include all required elements.

    The work is not neat and includes minor flaws or omissions of required elements.

    The overall appearance is general, and major elements are missing.

    The overall appearance is generally neat, with a few minor flaws or missing elements.

    The work is well presented and includes all required elements. The overall appearance is neat and professional.

    10.0 %

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

    Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

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

    Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

    The writer is clearly in command of standard, written, academic English. NRS 490 – Literature Evaluation Table

    5.0 %

    Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

    Sources are not documented. NRS 490 – Literature Evaluation Table

    Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

    Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

    Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    100 %

    Total Weightage

     

    NRS 490 – Literature Evaluation Table

  • NRS 490 – Literature Evaluation Table & PICOT Question

    NRS 490 – Literature Evaluation Table & PICOT Question

    P——Young adults ages 18 and older Marijuana smoking

    I ——- Smoking cessation.

    C—— Marijuana replacing nicotine

    O—–Counseling to reduce risk

    T ——Reduce risk factors associated with smoking now

    In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.

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    For this NRS 490 – Literature Evaluation Table & PICOT Question assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the ”Literature Evaluation Table” resource to complete this assignment. NRS 490 – Literature Evaluation Table & PICOT Question

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

    This NRS 490 – Literature Evaluation Table & PICOT Question assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    Literature Evaluation Table

    Literature Evaluation Table Rubric

    Literature Evaluation Table Rubric

     

    1

    Unsatisfactory 0-71%

    0.00%

    2

    Less Than Satisfactory 72-75%

    75.00%

    3

    Satisfactory 76-79%

    79.00%

    4

    Good 80-89%

    89.00%

    5

    Excellent 90-100%

    100.00%

    100.0 %Article Selection

    5.0 %

    Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article

    Author, journal (peer-reviewed), and permalink or working link to access article section is not included.

    Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.

    Author, journal (peer-reviewed), and permalink or working link to access article section is present.

    Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.

    Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.

    5.0 %

    Article Title and Year Published

    Article title and year published section is not included.

    Article title and year published section is present, but it lacks detail or is incomplete.

    Article title and year published section is present.

    Article title and year published section is clearly provided and well developed.

    Article title and year published section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present. NRS 490 – Literature Evaluation Table & PICOT Question

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.

    Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.

    5.0 %

    Design (Type of Quantitative, or Type of Qualitative)

    Design (type of quantitative, or type of qualitative) section is not included.

    Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.

    Design (type of quantitative, or type of qualitative) section is present.

    Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.

    Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.

    5.0 %

    Setting or Sample

    Setting or sample section is not included. NRS 490 – Literature Evaluation Table & PICOT Question

    Setting or sample section is present, but it lacks detail or is incomplete.

    Setting or sample section is present. NRS 490 – Literature Evaluation Table & PICOT Question

    Setting or sample section is clearly provided and well developed.

    Setting or sample section is comprehensive and thoroughly developed with supporting details.

    5.0 %

    Methods: Intervention or Instruments

    Methods: Intervention or instruments section is not included.

    Methods: Intervention or instruments section is present, but it lacks detail or is incomplete.

    Methods: Intervention or instruments section is present.

    Methods: Intervention or instruments section is clearly provided and well developed.

    Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Analysis

    Analysis section is not included.

    Analysis section is present, but it lacks detail or is incomplete.

    Analysis section is present. NRS 490 – Literature Evaluation Table & PICOT Question

    Analysis section is clearly provided and well developed.

    Analysis section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Key Findings

    Key findings section is not included.

    Key findings section is present, but it lacks detail or is incomplete.

    Key findings section is present. NRS 490 – Literature Evaluation Table & PICOT Question

    Key findings section is clearly provided and well developed.

    Key findings section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Recommendations

    Recommendations section is not included. NRS 490 – Literature Evaluation Table & PICOT Question

    Recommendations section is present, but it lacks detail or is incomplete.

    ORDER A CUSTOM-WRITTEN PAPER N

    Recommendations section is present.

    Recommendations section is clearly provided and well developed.

    Recommendations section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Explanation of How the Article Supports EBP or Capstone

    Explanation of how the article supports EBP or capstone section is not included.

    Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.

    Explanation of how the article supports EBP or capstone section is present. NRS 490 – Literature Evaluation Table & PICOT Question

    Explanation of how the article supports EBP or capstone section is clearly provided and well developed.

    Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.

    10.0 %

    Presentation

    The piece is not neat or organized, and it does not include all required elements.

    The work is not neat and includes minor flaws or omissions of required elements.

    The overall appearance is general, and major elements are missing.

    The overall appearance is generally neat, with a few minor flaws or missing elements.

    The work is well presented and includes all required elements. The overall appearance is neat and professional.

    10.0 %

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

    Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

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

    Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

    The writer is clearly in command of standard, written, academic English. NRS 490 – Literature Evaluation Table & PICOT Question

    5.0 %

    Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

    Sources are not documented. NRS 490 – Literature Evaluation Table & PICOT Question

    Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

    Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

    Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    100 %

    Total Weightage

    NRS 490 – Literature Evaluation Table & PICOT Question

    Literature Evaluation Table

    Student Name:

    PICOT Question:
    In cigarette smokers older than 17 years (P), does nicotine replacement therapy (I), versus using other smoking cessation therapies (C), affect smoking cessation outcomes (O) over a period of three months (T)?

     

    Criteria

    Article 1

    Article 2

    Article 3

    Article 4

    Author, Journal (Peer-Reviewed), and

    Permalink or Working Link to Access Article

    Buller, D., Halperin, A., Severson, H., Borland, R., Slater, M., Bettinghaus, E., Tinkelman, D., Cutter, G. & Woodall, G.

    J Public Health Manag Pract.,
    20(2), E7-E15

    doi:  10.1097/PHH.0b013e3182a0b8c7

    (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3966563/)

    Metrik, J., Spillane, N., Leventhal, A. & Kahler, G.

    Drug Alcohol Depend.
    , 119(3), 194-200

    doi:  10.1016/j.drugalcdep.2011.06.004

    (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3199036/)

    Rath, J., Villanti, A., Abrams, D. & Vallone, D.

    Journal of Environmental and Public Health
    , Volume 2012 (2012), Article ID 679134

    doi: 10.1155/2012/679134

    (https://www.hindawi.com/journals/jeph/2012/679134/citations/)

    Thurgood, S., McNeill, A., Clark-Carter, D. & Brose, L.

    Nicotine & Tobacco Research
    , 18(5), 993-1001.

    doi: 10.1093/ntr/ntv127 (https://academic.oup.com/ntr/article/18/5/993/2510055)

    Article Title and Year Published

    Effect of Nicotine Replacement Therapy on Quitting by Young Adults in a Trial Comparing Cessation Services.

    2014

    Marijuana Use and Tobacco Smoking Cessation Among Heavy Alcohol Drinkers.

    2011

    Patterns of Tobacco Use and Dual Use in US Young Adults: The Missing Link between Youth Prevention and Adult Cessation.

    2012

    A Systematic Review of Smoking Cessation Interventions for Adults in Substance Abuse Treatment or Recovery

    2015

    Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

    Research question (implied): How useful and effective is nicotine patch in smoking cessation interventions?

    Aim of the study: Use and effectiveness of nicotine patch was explored in a randomized trial evaluating smoking cessation interventions with this population.

    Research question (implied): How does marijuana use affect nicotine smoking cessation efforts for alcohol drinkers?

    NRS 490 – Literature Evaluation Table & PICOT Question. Aim of the study: To determine whether marijuana use affects smoking cessation outcomes and whether smoking cessation treatment leads to changes in marijuana smoking among alcohol drinkers.

    Research question (implied): What is the prevalence of cigarette, other tobacco products, and dual use in a USA nationally representative sample of young adults aged 18–34.

    Aim of the study: To determine nicotine use prevalence among young adults in the USA

    Research questions: (1) what is the effectiveness of different smoking cessation interventions for patients with substance use disorders?

    (2) what is the impact of smoking cessation treatment on substance use outcomes?

    Aim of the study: to evaluate the effectiveness of smoking cessation interventions for patients with substance use disorders.

    Design (Type of Quantitative, or Type of Qualitative)

    Quantitative design that included a pretest and posttest trial with the participants randomized.

    Quantitative design that applied a randomized control trial

    Quantitative study using online panel data

    Qualitative study that relied on literature review of peer-reviewed publications

    Setting/Sample

    Sample comprised of 3,094 smokers aged 18-30

    Sample comprised 236 heavy drinkers of which 57 currently smoked marijuana

    Sample comprised 4,201 young adults aged between 18 and 34

    Randomized controlled trails published between 1990 and 2014

    Methods: Intervention/Instruments

     

    The intervention entails subjecting the treatment group to a two-week nicotine replacement therapy.

    The intervention entailed using marijuana as a substitute for tobacco smoking and alcohol use.

    The instrument entailed collecting information on whether the participants used nicotine products

    The instrument entailed reviewed databases, grey literature, reference lists, and journals

    Analysis

     

    Compared the performance of nicotine replacement therapy against other cessation strategies such as medication and counselling.

    Comparing tobacco smoking and alcohol use between marijuana smokers and non-marijuana smokers.

    Report the sample proportion that used nicotine products against the proportion that did not use nicotine to determine prevalence.

    Assessed emerging themes from the peer review.

    Key Findings

     

    Greater nicotine replacement therapy use among those who received training than those who did not receive training (12-weeks: 84.3% v. 41.9%, p<.001; 26-weeks: 87.6% v. 51.1%, p<.001). Marijuana smokers reduced drinking by 47% over an 8-week period, to be followed by 24% reduction in tobacco smoking over the next 18 weeks. 23% of the participants used nicotine of which 30% reported dual use Nicotine patches, nicotine gum, counselling, contingency management, relapse prevention, cognitive behavioral therapy, nicotine replacement therapy, and bupropion are effective strategies for ensuring smoking abstinence and cessation. Recommendations   Nicotine replacement therapy should be availed to young adults who seek to cease smoking. Marijuana smoking presents a viable substitute for tobacco smoking and alcohol use. There is a need to monitor and implement smoking cessation efforts for young adults in the USA The discussed strategies should be extensively applied in smoking abstinence and cessation programs. Explanation of How the Article Supports EBP/Capstone Project The article supports the present project by providing tangible evidence to show that smoking cessation can be achieved by applying replacement therapy. NRS 490 – Literature Evaluation Table & PICOT Question The article supports the present project be presenting evidence to support the use of marijuana as tobacco substitute. The article supports the current project by highlighting the need to addressing smoking as a problem among young adults. The article supports the current project by indicating that nicotine replacement therapy is effective for smoking cessation programs.     Criteria Article 5 Article 6 Article 7 Article 8 Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article Garcia-Rodriguez, O., Secades-Villa, R., Florez-Salamanca, L.m Okuda, M., Liu, S. & Blanco, C. Drug Alcohol Depend., 132(3), 479-485 doi: 10.1016/j.drugalcdep.2013.03.008 (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3723776/) Chen, J., Nguyen, A., Malesker, M. & Morrow, L. Respiratory Care, 61(5), 640-645. doi: 10.4187/respcare.04439 Hakim, S., Chowdhury, M. & Uddin, J. Preventive Medicine Reports , 8, 122-128. doi: 10.1016/j.pmedr.2017.08.007 (https://www.sciencedirect.com/science/article/pii/S221133551730133X) Diemert, L., Bondy, S., Brown, S. & Manske, S. American Journal of Public Health , 103(3), 449-453. doi: 10.2105/AJPH.2012.300878 Article Title and Year Published Effect of Nicotine Replacement Therapy on Quitting by Young Adults in a Trial Comparing Cessation Services. 2014 High-Risk Smoking Behaviors and Barriers to Smoking Cessation Among Homeless Individuals. 2016 Correlates of unsuccessful smoking cessation among adults in Bangladesh. 2017 Young Adult Smoking Cessation: Predictors of Quit Attempts and Abstinence. 2013 Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study Research question (implied): What are the estimated relapse rates and predictors to smoking? Aim of the study: to estimate rates of relapse to smoking in the community and to identify predictors of relapse. Research question (implied): What are the high-risk smoking behaviors and barriers to smoking cessation among homeless individuals? NRS 490 – Literature Evaluation Table & PICOT Question Aim of the study: to present data regarding tobacco use and barriers to smoking cessation among homeless individuals. Research question (implied): What are the correlates of unsuccessful smoking cessation among adults in Bangladesh? Aim of the study: to identify the correlates of unsuccessful smoking cessation among adults in Bangladesh. Research question (implied): What are the predictors of young adults smoking cessation behavior? Aim of the study: to determine if young adults smokers require effective and appropriate cessation resources. Design (Type of Quantitative, or Type of Qualitative) Quantitative design that relied on secondary data Quantitative design that relied on surveys Quantitative design that relied on secondary from 2009 Global Adult Tobacco Survey (GATS) for Bangladesh. Quantitative design that relied on data from Ontario Tobacco Survey. Setting/Sample Data was collected from Waves 1 and 2 of the National Epidemiologic Survey of Alcohol and Related Conditions 100 smoking individuals residing at a homeless shelter 1552 smokers who are older than 14 years of age. 592 young adult smokers Methods: Intervention/Instruments Information on smoking relapse and predictors Presenting opinions on the research topic Information on successful and unsuccessful smoking quitters Information on smoking quit attempts Analysis Reported relapse and predictor statistics Present recurring themes Statistics on successful and unsuccessful smoking quitters among the participants Statistics on factors that influence smoking quit attempts Key Findings Risk of relapse exceeded 50% within 1 year but dropped to 10% over the next 30 years. NRS 490 – Literature Evaluation Table & PICOT Question 90% of the participants engaged in at least one of the high-risk tobacco practices. Best smoking cessation aid was nicotine replacement therapy. Barriers to smoking cessation included excessive stress and anxiety. NRS 490 – Literature Evaluation Table & PICOT Question Of the 1552 smokers, 1058 unsuccessfully quit while 494 successfully quit 25% of young adult smokers attempt cessation, and 14% are successful for the first 30 days. Recommendations Attention on persons who quit over the last year since they are at highest risk of relapse, although it should be noted that the risk is not eliminated over time. There is a need to address excessive stress and anxiety as barriers to cessation even as nicotine replacement therapy is applied as the best strategy among homeless individuals. Cessation programs require an integrated approach to improve successful outcomes Cessation is predicted by resources, prior attempts and intention. Abstinence is predicted by self-efficacy, resources, support, and level of addiction.   Explanation of How the Article Supports EBP/Capstone The article supports the project by showing that smoking cessation is a continuous process and the risk of relapse only decreases over time and is not fully eliminated. NRS 490 – Literature Evaluation Table & PICOT Question The article supports the project by showing that nicotine replacement therapy is an effective strategy for smoking cessation. The article supports the current project by showing that cessation approaches are influenced by demographic factors such that what works for one group does not necessarily work for another group. As such, it would not be right to assume that nicotine replacement therapy would work for the population of interest since it works for other age groups. The article supports the current project by presenting factors that influence smoking cessation and are likely to have a destabilizing effect on the current project unless they are controlled. NRS 490 – Literature Evaluation Table & PICOT Question

  • IOM report, “Future of Nursing: Leading Change, Advancing Health

    IOM report, “Future of Nursing: Leading Change, Advancing Health

    In a formal paper of 1,000-1,250 words you will discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.” Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development. What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

    ORDER A CUSTOM-WRITTEN PAPER NOW

    Explore the Campaign for Action webpage (you may need to research your state’s website independently if it is not active on this site): 
    http://campaignforaction.org/states

    Review 
    California’s 
    state’s progress report by locating your state and clicking on one of the six progress icons for: education, leadership, practice, interpersonal collaboration, diversity, and data. You can also download a full progress report for your state by clicking on the box located at the bottom of the webpage.

    In an IOM report, “Future of Nursing: Leading Change, Advancing Health paper of 1,000-1,250 words:

    Discuss      the work of the Robert Wood Johnson Foundation Committee Initiative on the      Future of Nursing and the Institute of Medicine research that led to the      IOM report, “Future of Nursing: Leading Change, Advancing      Health.”

    Identify      the importance of the IOM “Future of Nursing” report related to nursing      practice, nursing education and nursing workforce development.

    What      is the role of state-based action coalitions and how do they advance goals      of the Future of Nursing: Campaign for Action?

    Summarize two initiatives spearheaded by 
    California 
    state’s action coalition. In what ways do these initiatives advance the nursing profession? What barriers to advancement currently exist in your state? How can nursing advocates in your state overcome these barriers?

    A minimum of three scholarly references are required for this assignment.

    Prepare this IOM report, “Future of Nursing: Leading Change, Advancing Health assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

    Rubric

    You are required to submit this IOM report, “Future of Nursing: Leading Change, Advancing Health assignment to Turnitin. Please refer to the directions in the Student Success Center.

    IOM report, “Future of Nursing: Leading Change, Advancing Health

  • Implementation of the IOM Future of Nursing Report Essay

    Implementation of the IOM Future of Nursing Report Essay

    In a formal paper of 1,000-1,250 words you will discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.” Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development. What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

    ORDER A PLAGIARISM-FREE PAPER NOW

    Explore the Campaign for Action webpage (you may need to research your state’s website independently if it is not active on this site): 
    http://campaignforaction.org/states

    Review 
    California’s 
    state’s progress report by locating your state and clicking on one of the six progress icons for: education, leadership, practice, interpersonal collaboration, diversity, and data. You can also download a full progress report for your state by clicking on the box located at the bottom of the webpage.

    In a Implementation of the IOM Future of Nursing Report Essay paper of 1,000-1,250 words:

    Discuss      the work of the Robert Wood Johnson Foundation Committee Initiative on the      Future of Nursing and the Institute of Medicine research that led to the      IOM report, “Future of Nursing: Leading Change, Advancing      Health.”

    Identify      the importance of the IOM “Future of Nursing” report related to nursing      practice, nursing education and nursing workforce development.

    What      is the role of state-based action coalitions and how do they advance goals      of the Future of Nursing: Campaign for Action?

    Summarize two initiatives spearheaded by 
    California 
    state’s action coalition. In what ways do these initiatives advance the nursing profession? What barriers to advancement currently exist in your state? How can nursing advocates in your state overcome these barriers?

    A minimum of three scholarly references are required for this assignment.

    Prepare this Implementation of the IOM Future of Nursing Report Essay assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

    You are required to submit this Implementation of the IOM Future of Nursing Report Essay assignment to Turnitin. Please refer to the directions in the Student Success Center.

     

    Implementation of the IOM Future of Nursing Report Essay Rubric

    Rubric

     

    1

    Unsatisfactory

    0.00%

    2

    Less than Satisfactory

    75.00%

    3

    Satisfactory

    79.00%

    4

    Good

    89.00%

    5

    Excellent

    100.00%

    80.0 %Content

     

    5.0 %

    Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.

    Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.

    Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.

    Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee’s initiative.

    Demonstrates good knowledge of the subject. Correctly describes the committee’s initiative. Justifies some of the impacts on the Future of Nursing.

    Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.

    15.0 %

    Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions

    Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.

    Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.

    Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee’s initiative.

    Demonstrates good knowledge of the subject. Correctly describes the committee’s initiative. Justifies some of the impacts on the Future of Nursing.

    Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee’s initiative, integrates and justifies the impact on the Future of Nursing

    15.0 %

    Identify the importance of the IOM FON report related to the nursing workforce

    Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.

    Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.

    Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.

    Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.

    Demonstrates a full and deep knowledge of the subject. Develops and explains the importance of the IOM FON report, integrates and justifies the importance of the IOM FON report related to the nursing workforce.

    15.0 %

    Discuss the intent of the Future of Nursing Campaign for Action

    Implementation of the IOM Future of Nursing Report Essay

    Does not demonstrate knowledge of the concept or its role. Fails to identify the intent of the Future of Nursing Campaign for Action.

    Demonstrates minimal knowledge of the subject. Does not adequately visualize or identify the intent of the Future of Nursing Campaign for Action.

    Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the intent of the Future of Nursing Campaign for Action.

    Demonstrates good knowledge of the subject. Correctly describes the intent of the Future of Nursing Campaign for Action.

    Demonstrates a full and deep knowledge of the subject. Develops and explains the intent of the Future of Nursing Campaign for Action, integrates and justifies the intent of the Future of Nursing Campaign for Action.

    15.0 %

    Identify the rationale of state-based action coalitions

    Does not demonstrate knowledge of the concept or its role. Fails to identify the rationale of state-based action coalitions.

    Demonstrates minimal knowledge of the subject. Does not adequately identify the rationale of state-based action coalitions.

    Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the rationale of state-based action coalitions.

    Demonstrates good knowledge of the subject. Correctly identifies the rationale of state-based action coalitions.

    Demonstrates a full and deep knowledge of the subject. Develops and explains and identifies the rationale of state-based action coalitions and justifies a rationale for state-based action coalitions.

    15.0 %

    Discuss one state-based action coalition and two initiatives

    Does not demonstrate knowledge of the concept or its role. Fails to identify one state-based action coalition and two initiatives. Implementation of the IOM Future of Nursing Report Essay

    Demonstrates minimal knowledge of the subject. Does not adequately identify one state-based action coalition and two initiatives.

    Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Identifies but misinterprets one state-based action coalition and two initiatives.

    Demonstrates good knowledge of the subject. Correctly identifies one state-based action coalition and two initiatives.

    Demonstrates a full and deep knowledge of the subject. Develops and explains the one state-based action coalition and two initiatives, integrates and justifies one state-based action coalition and two initiatives.

    15.0 %Organization and Effectiveness

     Implementation of the IOM Future of Nursing Report Essay

    5.0 %

    Thesis Development and Purpose

    Paper lacks any discernible overall purpose or organizing claim.

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

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

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

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

    15.0 %Organization and Effectiveness

     

    5.0 %

    Paragraph Development and Transitions

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

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

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

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

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

    15.0 %Organization and Effectiveness

     

    5.0 %

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

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

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

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

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

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

    5.0 %Format

     

    2.0 %

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

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

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

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

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

    All format elements are correct.

    3.0 %

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

    No reference page is included. No citations are used.

    Reference page is present. Citations are inconsistently used.

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

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

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

    100 %

    Total Weightage

     

     

    Implementation of the IOM Future of Nursing Report Essay

  • nr510 week 7 ppt – Analyze the development of advanced practice nursing roles from a historical perspective

    nr510 week 7 ppt – Analyze the development of advanced practice nursing roles from a historical perspective

    RECORDED LACE PRESENTATION GUIDELINES & GRADING RUBRIC Purpose The purpose of this assignment is for learners to: – Develop professional presentation/communication skills. – Demonstrate an advancing understanding of the political landscape of APN practice. – Demonstrate the ability to analyze the literature and be able to disseminate the information orally. – Demonstrate and practice professional communication and leadership, while advancing the education of peers. Course Outcomes 1. Analyze the development of advanced practice nursing roles from a historical perspective including the impact of advanced practice nursing on the healthcare delivery system from the perspective of selected current reports (i.e. LACE, IOM, etc.) 2. Critically analyze how healthcare systems and APN practice are organized and influenced by ethical, legal, economic and political factors. Requirements For Week 7, there is no case study given to you by the faculty. Instead you will be creating a recorded presentation that demonstrates your understanding of LACE principles and their influence on APN practice. This presentation will be uploaded into the course via Kaltura (please see course resources for directions). Address the following Topics/Questions: · How do licensure, accreditation, certification, and education (LACE) considerations differ for APN clinical roles for these three states: California, Washington, and Illinois? Provide evidence for your response. · Discuss what evidence-based strategies should be implemented to achieve continuity between state regulatory boards? Provide evidence for your response. · Is independent NP practice allowed in your state? Discuss your opinion regarding independent NP practice. Provide evidence for your response. Presentation Guidelines: · The presentation should include a PowerPoint presentation which will be recorded via Kaltura. · Students should create the PowerPoint presentation offline and then open it for use during the recording. · Students may record the presentation more than once to allow for practice and mastery of the content and presentation style. Final presentation should be submitted only. · Students should review their presentation for clarity in audio and sound as well as clarity in the information presented. Students should be professionally dressed in business casual attire for the presentation with/without lab coat. Scrubs, sweats, denim, yoga pants, and athletic wear are not considered business casual. Student’s face should be visible via the webcam during presentation. · The presentation should be no more than 15-20 minutes in recorded length. · The presentation should contain appropriate scholarly evidence to support the information presented per APA format. · PowerPoint slides should be used as cues to topics and key concepts without lengthy sentences and paragraphs- reading information from slides is not professional and therefore not acceptable. · A professional presentation includes an introduction both of yourself and of the topic, the touch points of information you’re going to discuss as well as a conclusion. A professional presentation should be covered in approx. 5-15 slides. · 12 pt font Times New Roman is the recommended font size/style. Slides should include bullet points you intend to cover, 4-5 bullet points per slide. The bullet points should be expanded upon with oral information. Direct quotes and paragraphs are discouraged. · The student’s oral presentation should demonstrate clear understanding of all concepts along with specific examples to represent concepts. Technology Requirements The presentation should be recorded using PowerPoint (See course resources for information about using PowerPoint in the course). Presentation should be saved in .ppt format. Grading Criteria Criterion Exceptional Outstanding or highest level of performance Exceeds Very good or high level of performance Meets Satisfactory level of performance Needs Improvement Poor or failing level of performance Developing Unsatisfactory level of performance Total Points Possible = Application of Course Knowledge 80 Points 70 Points 66 Points 32 Points 0 Points The recorded presentation includes: Clear, specific examples of how LACE differs in each state in each role. Clear understanding of the four LACE concepts (what they are and how they function for each role). More than one evidence-based strategy is discussed regarding continuity of requirements state to state. Accurately and specifically reports the student’s state scope of practice. Opinion if independent practice is logical and represents knowledge of pros/cons of Independent APN practice. The recorded presentation includes all elements but some topics are addressed in a generic manner without examples. The presentation has limited perspective, insights and/or applicability to topic OR is missing one of the criteria of the assignment. The presentation has limited perspectives, insights and/or applicability to the topic and is missing two or more of the criteria of the assignment. Post offers little or no insight or application to the assignment or course content and is missing three or more of the criteria. Support from Evidence-Based Practice (EBP) 80 Points 70 Points 66 Points 32 Points 0 Points Scholarly literature is present both in the presentation slides and referred to orally when discussing all assignment criteria. Presentation demonstrates specific knowledge and understanding of the governing agencies and institutions involved in all aspects of the assignment criteria. In-text citations and full references are provided. Evidence-based, peer reviewed journal article/governing agency/Institutions cited but may not fully support information presented. Sources may not be scholarly in nature or may be older than 5 years. In-text citations and/or full references may be incomplete or missing. Citations to non-scholarly websites given as rationale to support concepts and opinions. Discussion posts contain no evidence-based practice reference/governing agency or institution citations. Professionalism/ Organization 30 Points 26 Points 24 Points 12 Points 0 Points The recorded presentation has clear audio/video. Student professionally dressed. The content flows in a logical, smooth manner. Verbal pauses are limited or absent. Transitions are used between topics. Slides are clear and easy to read. Student makes good eye contact and speaks in a clear cadence and speed. The presentation meets the guidelines for: Length of time, number of slides, bullet-point style. The recorded presentation is lacking one to two (1-2) components from the ten point criteria. The recorded presentation is lacking three to four (3-4) components from the ten point criteria. Presentation presents findings that are sometimes unclear to follow and may not always be relevant to topic and/or concepts are difficult to follow. The audio/video are hard to hear/see. OR Slides contain lengthy content (student reading from slides). Grammar, Syntax, APA 10 points 9 points 8 points 4 point 0 points APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. Two to four errors in APA format, grammar, spelling, and syntax noted. Five to seven errors in APA format, grammar, spelling, and syntax noted. Eight to nine errors in APA format, grammar, spelling, and syntax noted. Presentation contains ten or greater errors in APA format, grammar, spelling, and/or punctuation.

    nr510 week 7 ppt – Analyze the development of advanced practice nursing roles from a historical perspective