Category: Nursing

  • Pre-Screening for Medicaid Health Policy Paper essay example

    Pre-Screening for Medicaid Health Policy Paper essay example

    Abstract

    Over the last six years there has been more debate about our health care system than any other political issue. The reason for this is because the United States has a very broken system. Many individuals have brought forward ideas to help improve the system but there had been no cure all. Due to the fact that there are so many options when it comes to insurance it seems as those who cannot afford or do not work for an employer who offers insurance coverage the only other option is Medicaid. A better system does need to be put in place, the first step to that better system is to do mandatory drug screening for all individuals who apply for state aided coverage. Especially after the ACA expansion mandate.

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    The ACA has had many questions surrounding who should qualify for state aid, and at what point does the government refuse care. The specific area of the ACA that addresses issues surrounding Medicaid and who qualifies has had much back lash. So much so that it has been called into question as to whether it is constitutional or not. The ACA Medicaid expansion mandate states that and “mandates non-poor persons to purchase medical insurance if they are not otherwise adequately covered. The federal government will subsidize these purchases for persons with incomes of 100 to 400% of the federal poverty level” (Cohen, 2012). The mandate also “requires that state Medicaid plans, starting in 2014, cover all persons under 65 years of age with individual or family incomes up to 133% of the federal poverty level” (Cohen, 2012). Many people question why it is fair for individuals to receive free state/ federal aid while others are taxed if they opt out of coverage for the year. Many wonder how the government can make the people pay for something that should be optional, especially if some people are getting free medical care. The other side of this argument is focused on poverty level individuals that qualify for Medicaid but use drugs such as heroine and abuse prescription drugs. These individuals use the system to get free health care for their methadone maintenance and access to free opioids. Essentially tax payers are funding legal drug use. For many people in the United States this is a preposterous theory and are shocked this passed any part of the law-making process. The questions remain, why are drug users allowed access to free care, are drug seekers being punished, and why does Medicaid cover “legal” drug use.

    Some ides that come to mind helping with the issues at hand include: lock-in program, drug screening prior to acceptance into the Medicaid program, and not allow for methadone maintenance be covered by Medicaid. “Lock-In programs, common to all Medicaid and some commercial insurance plans, typically function by creating a prescription gatekeeper for beneficiaries who are deemed to have potential for misuse of their prescription benefits based on their prescription and medical services utilization history” (Keast, 2015). This allows anyone who were to slip through the cracks during drug screening to be watched. These people would be monitored for when they see a doctor, how often they are asking for opioid medications, and if they go to see other doctors asking for the same prescription. In a way it deters and limits polypharmacy. Pre-Screening for Medicaid Health Policy Paper essay example. I also feel drug screenings would play a huge role in deterring those who only use the system for free care and allow extra money for the purchase of drugs. If individuals have to pay for their health care they may choose to allocate money into their family’s needs rather than place it in the bottomless pit of drug use. Lastly, I feel methadone clinics should not be an option for care with those who strictly have Medicaid. By allowing this we allow those to get free drugs essentially. Methadone allows for heroin addicts to use under a medical premise in order to stop using heroine. This is great in theory, but there is no limit to how long you are treated at the clinic. Most individuals go to the clinic three times a week and are able to feel the same high but “under medical care”.

    A few major difficulties I see with implementing these three policies include: Drug users not applying funds to health care after denial for Medicaid due to failure to pass drug screen, not having in-network doctors communicate about visits from flagged patients, plans being put in place to help those who are using, and methadone clinics allowing users to treat at the clinic because it is safer than using street heroine. “Effective January 2008, state Medicaid plans may reimburse for screening and brief intervention for alcohol and drug misuse…. State Medicaid implemented Healthcare Common Procedure Code System codes and pay for screening and brief intervention” (Fussell, 2011). This means appointments will be covered as long as intervention is complete and steps are taken to become drug free. The road block for denial is hard too because of the fact that “Medicaid eligibility status each month was determined from each state’s Medicaid Management Information System. Pre-Screening for Medicaid Health Policy Paper essay example. A client was considered eligible in any month if enrolled for 15 or more days” (Deck, 2009). In-network clinics can be difficult when it comes to communication between one or more facilities. Without the cooperation of all doctors that accept Medicaid it would be hard to follow when and where a person sees a doctor. By the time the information goes back to billing it is likely that the individual would have already seen multiple doctors and filled prescriptions with all of them. At that point notification could be sent to an individual’s home stating they owe back pay for doctors’ visits and medication. It’s likely these letters would be ignored, and the opioids would be obtained in another fashion. The last problem lies with methadone clinics. It is hard to turn someone away knowing if they leave the clinic to get a “fix” they may not be alive the next day. Heroine is a very aggressive drug and it can easily be over dose on. It is even more dangerous when it is in its solids state known as “black tar”. This type of heroine is normally shot up using a needle and putting it straight into the vein. Methadone clinics do save lives, but it does not in any way stop the addiction. Individuals just keep coming back for their free fix costing the average tax papers dollars to go down the drain. Pre-Screening for Medicaid Health Policy Paper essay example.

    While there are many issues surround the state of the ACA there is no catch all solution to fix everything. There are steps that can be taken to ensure better care for each American. The ACA expansion mandate allowed for more individuals to qualify for free Medicaid programs which in turned allowed for the system to be used more than the prior years by thoughs who may not have qualified. To bring down the cost for tax payers it is imperative that we stop offering free methadone clinics to those on Medicaid., ensure all in network doctors are able to view notes to avoid polypharmacy, and lock down opioid use. Lastly, deny individuals who cannot pass a drug test the use of state and federally funded programs such as Medicaid. It is not fair to law abiding citizens that they are taxed for not having insurance but those who break the law get free health coverage with no penalty Pre-Screening for Medicaid Health Policy Paper essay example.

     

    References

    Cohen, I. G., & Blumstein, J. F., L.L.B. (2012). The constitutionality of the ACA’s Medicaid-expansion mandate.
     The New England Journal of Medicine, 366
    (2), 103-4. Retrieved from https://nuls.idm.oclc.org/login?url=https://search-proquest-com.nuls.idm.oclc.org/docview/915675314?accountid=25320

    Deck, Wiitala, McFarland, Campbell, Mullooly, Krupski, & McCarty. (2009). Medicaid Coverage, Methadone Maintenance, and Felony Arrests: Outcomes of Opiate Treatment in Two States. 
    Journal of Addictive Diseases,
     
    28
    (2), 89-102.

    Fussell, H. E., Rieckmann, T. R., & Quick, M. B. (2011). Medicaid reimbursement for screening and brief intervention for substance misuse.
     Psychiatric Services, 62
    (3), 306-9. Retrieved from https://nuls.idm.oclc.org/login?url=https://search-proquest-com.nuls.idm.oclc.org/docview/862454265?accountid=25320

    Keast, S., Nesser, N., & Farmer, K. (2015). Strategies aimed at controlling misuse and abuse of opioid prescription medications in a state Medicaid program: A policymaker’s perspective. 
    The American Journal of Drug and Alcohol Abuse,
     
    41
    (1), 1-6. Pre-Screening for Medicaid Health Policy Paper essay example

  • Rough Draft Qualitative Research Critique and Ethical Considerations Essay Example

    PRough Draft Qualitative Research Critique and Ethical Considerations Essay Example

    Rough Draft Qualitative Research Critique and Ethical Considerations

    Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in your responses.

    Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

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    In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study. Rough Draft Qualitative Research Critique and Ethical Considerations Essay Example.

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

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

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

     

    Research Critique Guidelines – Part I

    Qualitative Studies

    Background of Study

    Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.

    How do these two articles support the nurse practice issue you chose?

    Discuss how these two articles will be used to answer your PICOT question.

    Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.

    Method of Study:

    State the methods of the two articles you are comparing and describe how they are different.

    Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method. Rough Draft Qualitative Research Critique and Ethical Considerations Essay Example

    Results of Study

    Summarize the key findings of each study in one or two comprehensive paragraphs.

    What are the implications of the two studies in nursing practice?

    Ethical Considerations

    Discuss two ethical consideration in conducting research.

    Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their research. Rough Draft Qualitative Research Critique and Ethical Considerations Essay Example.

  • Locates medical mnemonic essay

    Locates medical mnemonic essay

    CASE STUDY 1

    Clay is a 7-year-old male who presents in your office with complaints of right thigh pain and a limp. The pain began approximately 1 week ago and has progressively worsened. There is no history of trauma.analysis of your assigned case by responding to the following:

    What additional questions will you ask?

    Has the case addressed the LOCATES mnemonic? If not, what else do you need to ask? What additional history will you need? (Think FMH, allergies, meds and so forth, that might be pertinent in arriving to your differential diagnoses).

    What additional examinations or diagnostic tests, if any will you conduct?

    What are your differential diagnoses? What historical and physical exam features support your rationales? Provide at least 3 differentials.

    What is your most likely diagnosis and why? locates medical mnemonic essay.

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    How will you treat this child?

    Provide medication treatment and symptomatic care.

    Provide correct medication dosage. Use the knowledge you learned from this week’s and previous weeks’ readings as well as what you have learned from pharmacology to help you with this area locates medical mnemonic essay.

    Patient Education, Health Promotion & Anticipatory guidance:

    Explain strategies for educating parents on their child’s disorder and reducing any concerns/fears presented in the case study.

    Include any socio-cultural barriers that might impact the treatment and management plans.

    Health Promotion:

    What immunizations should this child have had?

    Based on the child’s age, when is the next well visit?

    At the next well visit, what are the next set of immunizations?

    What additional anticipatory guidance should be provided today?

    The Primary Diagnosis is Leg Calve Perthes Disease

    The other three are is Juvenile rheumatiod arthritis, slipped capital femoral epiphysis, and osteomyelitis.

    Each diagnosis needs to be in its own paragraph explaiing similarities in symptoms and why they would be ruled out locates medical mnemonic essay

  • Develop foreground clinical question using PICOT format

    Develop foreground clinical question using PICOT format.

    Student Level 🙁 2
    nd
    Year Master- Medical-Surgical)

    Student Name:

    Student Number:

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    My Research Questio
    n
    :

    Effect of an Osteoporosis Educational Intervention on knowledge and compliance to osteoporosis prevention activities in female students in king Abdul-Aziz university

     

    Develop your background question

    How does the Osteoporosis Educational Intervention work to affect osteoporosis knowledge and compliance to osteoporosis prevention activities? Develop foreground clinical question using PICOT format

     

    Develop foreground clinical question using PICOT format.

    P:            Young women, age 18-24 years, students attending King Abdul-Aziz University

    I:            Osteoporosis educational intervention

    C:           Current Osteoporosis beliefs, knowledge and behaviors

    O:           Osteoporosis knowledge and compliance to osteoporosis prevention activities.

    T:            One month

    Develop foreground clinical question using PICOT format

     

    In young adult collegiate female, how dose an Osteoporosis educational intervention compared to Current Osteoporosis beliefs, knowledge and behaviors affect Osteoporosis knowledge and compliance to osteoporosis prevention activities over one-month?

     

    Identify the type of foreground question that you developed.

    The type of foreground question is Intervention Questions. Develop foreground clinical question using PICOT format.

     

     

    Identify the type of evidence that can answer your clinical question.

     

    The evidence requires to answer this type of question is cause and effect relationship (RCT) Develop foreground clinical question using PICOT format

  • Influencing Social Change for psychiatric mental health

    Influencing Social Change for psychiatric mental health

    Individuals with psychiatric mental health disorders are frequently stigmatized not only by society as a whole, but also by their friends, family, and sometimes healthcare providers. In your role, however, you have the opportunity to become a social change agent for these individuals. For this Discussion, consider how you might make a positive impact for your clients and advocate for social change within your own community.

    Learning Objectives

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    Students will: Apply strategies to become a social change agent for psychiatric mental health

    Required Readings

    Angermeyer, M. C., Matschinger, H., & Schomerus, G. (2013). Attitudes towards psychiatric treatment and people with mental illness: Changes over two decades. The British Journal of Psychiatry, 203(2), 146–151. Retrieved from http://bjp.rcpsych.org/content/203/2/146.full Influencing Social Change for psychiatric mental health

    Bui, Q. (2012). Antidepressants for agitation and psychosis in patients with dementia. American Family Physician, 85(1), 20–22. Retrieved from http://www.aafp.org/journals/afp.html

    Note: Retrieved from from the Walden Library databases.

    Dingfelder, S. F. (2009). Stigma: Alive and well. American Psychological Association, 40(6), 56. Retrieved from http://www.apa.org/monitor/2009/06/stigma.aspx Influencing Social Change for psychiatric mental health

    Jenkins, J. H. (2012). The anthropology of psychopharmacology: Commentary on contributions to the analysis of pharmaceutical self and imaginary. Culture, Medicine and Psychiatry, 36(1), 78–79. doi:10.1007/s11013-012-9248-0

    Note: Retrieved from from the Walden Library databases.

    Price, L. H. (2010). Violence in America: Is psychopharmacology the answer? Brown University Psychopharmacology Update, 21(5), 5. Retrieved from http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1556-7532

    Note: Retrieved from from the Walden Library databases.

    To prepare for this Discussion:

    Reflect on how you might influence social change for psychiatric mental health.

    Question

    An explanation of how you, as a nurse practitioner, might become a social change agent for psychiatric mental health. Include how you might advocate for change within your own community Influencing Social Change for psychiatric mental health

  • Dashboard Benchmark Evaluation

    Dashboard Benchmark Evaluation

    Professional Context

    In the era of health care reform, many of the laws and policies set by government at the local, state, and federal levels have specific performance benchmarks related to care delivery outcomes that organizations need to achieve. It is critical for organizational success that the interprofessional care delivery team to be able to understand reports and dashboards that display the metrics related to performance and compliance benchmarks.

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    Scenario

    This assignment can be based on the dashboard presented in the Dashboard and Health Care Benchmark Evaluation simulation. The writing that you did as part of that simulation could serve as a starting point to build upon for this assignment, or you may instead choose another setting from your professional practice. (Bear in mind that if you choose to use another setting for this assignment, you will need to include the health care setting size and its specific type of care delivery, as well as diversity, ethnicity, and socioeconomic demographics for the population served by your chosen organization or setting.) Dashboard Benchmark Evaluation

    Instructions

    Review the simulation dashboard, as well as relevant local, state, and federal law and policy. Consider the metrics that are falling short of the prescribed benchmarks. For this assignment, you will create a report for a senior leader that communicates your evaluation of the current state of organizational performance. You will also advocate for a metric to target improvement and explain its potential to improve the overall quality of the care and performance of the organization or team relevant to the dashboard.

    If you have a sophisticated understanding of dashboards that are relevant to your own personal practice, you may use a hypothetical dashboard from that setting (be sure your data complies with the Health Insurance Portability and Accountability Act (HIPAA); do not use any easily identifiable organization or patient information) Dashboard Benchmark Evaluation. These hypothetical dashboards must present at least four different metrics, of which at least two must be underperforming the relevant benchmark set forth by a federal, state, or local policy or law. Along with the dashboard, you should also provide a brief description of the health care organization that the dashboard is reporting on, including the information noted above.

    Structure your report so that it will be easy for a colleague or supervisor to locate the information they need. You will want to be sure that you are citing relevant local, state, or federal health care policies or laws when evaluating metric performance toward benchmarks. Additionally, cite 2–4 outside sources to support your analysis of challenges, evaluation of potential for improvement, and your advocacy for ethical action.

    While creating your report it is important to address the following. Note: The bullet points below correspond to grading criteria in the scoring guide. Be sure your report is, at minimum, addressing each of the bullets. You may also want to read the Guiding Questions: Dashboard Benchmark Evaluation (linked in Resources) and review the Dashboard Benchmark Evaluations Scoring Guide to better understand how each criterion will be assessed:

    Evaluate dashboard metrics with regard to benchmarks set by local, state, or federal health care policies or laws.

    Analyze challenges that meeting prescribed benchmarks can pose for a heath care organization or an interprofessional team.

    Evaluate a benchmark underperformance in a heath care organization or an interprofessional team that has the potential for greatly improving overall quality or performance Dashboard Benchmark Evaluation.

    Advocate for ethical action in addressing a benchmark underperformance, directed toward an appropriate group of stakeholders.

    Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and mechanics.

    Integrate relevant sources to support arguments, correctly formatting citations and references using APA style.

    Submission Requirements

    Length of report: 2–4 double-spaced, typed pages. Your report should be succinct yet substantive.

    Please include a title page and a reference list in addition to your 2–4 page report.

    Number of references: Cite a minimum of 2–4 sources of scholarly, professional, or policy evidence to support your analysis and advocacy.

    APA formatting: Resources and citations are formatted according to current APA style.

    Resources

    Dashboard Benchmark Evaluation Scoring Guide.

    Guiding Questions: Dashboard Benchmark Evaluation [DOC].

    APA Style Paper Tutorial [DOCX].

    APA Style Paper Template [DOCX].

    Dashboard and Health Care Benchmark Evaluation Dashboard Benchmark Evaluation.

  • NURS 6003, WK 9 Assignment, Topic:Assignment: Academic Success and Professional Development Plan

    NURS 6003, WK 9 Assignment, Topic:Assignment: Academic Success and Professional Development Plan

    Assignment: Academic Success and Professional Development Plan

    Part 5: Professional Development

    In this Module’s Discussion, you were introduced to the concept of an academic portfolio to begin building your own brand. However, portfolios have value that goes beyond brand building. An academic and professional portfolio can also help you to build your own vision and mission and establish your development goals. In this regard, a portfolio becomes yet another tool in your toolbox as you build your success.

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    In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the fifth component–a portfolio for your academic and professional efforts. NURS 6003, WK 9 Assignment, Topic:Assignment: Academic Success and Professional Development Plan.

    To Prepare:

    Consider your goals for academic accomplishments while a student of the MSN program.

    The Assignment:

    Using the Academic Success and Professional Development Plan Template document that you began to work on in Module 1 and have continued expanding throughout this course, you will develop a curriculum vitae (CV) in Part 5 based on your current education and professional background.

    Write a statement identifying your professional development goals.

    Write a statement proposing how you might align one or more of your professional development goals with the university’s emphasis on social change.

    Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template. My goal is to be PMHNP ( Psychiatric Mental Health Nurse Practitioner NURS 6003, WK 9 Assignment, Topic:Assignment: Academic Success and Professional Development Plan

  • Psychotherapeutic Approaches to Group Therapy for Addiction

    Psychotherapeutic Approaches to Group Therapy for Addiction

    To prepare:

    Review this week’s Learning Resources and reflect on the insights they provide on group therapy for addiction.

    View the media, Levy Family: Sessions 1-7, and consider the psychotherapeutic approaches being used.

    The Assignment

    In a 2- to 3-page paper, address the following:

    Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach.

    Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision. Psychotherapeutic Approaches to Group Therapy for Addiction.

    Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option.

    Support your position with evidence-based literature.

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    Required Media

    Allyn & Bacon (Producer). (2000). Motivational interviewing [Video file]. Mill Valley, CA: Psychotherapy.net.

    Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 102 minutes.

    Laureate Education (Producer). (2013d). Levy family: Sessions 1-7 [Video file]. Baltimore, MD; Author.

    Psychotherapy.net (Producer). (2015). Group therapy for addictions: An interpersonal relapse prevention approach [Video file]. Mill Valley, CA: Author.

    Psychotherapy.net (Producer). (2015). Group therapy for addictions: An interpersonal relapse prevention approach [Video file]. Mill Valley, CA: Author. Psychotherapeutic Approaches to Group Therapy for Addiction.

    Optional Resources

    Psychotherapy.net (Producer). (2000a). Cognitive therapy for addictions [Video file]. Mill Valley, CA: Author.

    Required Readings

    American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

    Standard 6 “Evaluation” (pages 65-66)

    Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

    Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565–596)

    Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

    Chapter 13, “Problem Group Members” (pp. 391–427) Psychotherapeutic Approaches to Group Therapy for Addiction

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

    Note: Retrieved from Walden Library databases.

    Gamble, J., & O’ Lawrence, H. (2016). An overview of the efficacy of the 12-step group therapy for substance abuse treatment. Journal of Health & Human Services Administration, 39(1), 142–160. Retrieved from http://jhhsa.spaef.org/

    Note: Retrieved from Walden Library databases.

    Kim, J. W., Choi, Y. S., Shin, K. C., Kim, O. H., Lee, D. Y., Jung, M. H., … Choi, I. (2012). The effectiveness of continuing group psychotherapy for outpatients with alcohol dependence: 77-month outcomes. Alcoholism: Clinical & Experimental Research, 36(4), 686–692. doi:10.1111/j.1530-0277.2011.01643.x

    Note: Retrieved from Walden Library databases. Psychotherapeutic Approaches to Group Therapy for Addiction

  • Clinical Lab Simulation

    Clinical Lab Simulation

    Clinical Lab/SIM

    Simulation can be an excellent exercise in helping students identifying their strengths and weakness in terms of clinical care. Though simulation can be a source of stress for the students involved, the benefits may bear fruit once they are in clinical. Learners are varied and simulation can provide an environment where different learning style may be accommodated (Gaberson, K. B., Oermann, M. H., & Shellenbarger, T., 2015, p. 182). Simulation before clinical may be used as a measurement of student ability, but a clinical laboratory can help to improve different nursing skills before an actual rotation. Patient care can be replicated, but the physical and mental aspect of caring for a unique individual may not be easily replicated Clinical Lab Simulation. After having experience is a different conversation altogether. A study of various nursing professionals on performing a perioperative simulation scenario revealed that these individuals stated they were able to apply what was learned to their current practice (Whelan et al., 2018). A survey was sent to the individual’s post-simulation and 86% indicated they were satisfied with the intended results of the exercise. For students, simulation can build upon skills learned during clinical and address areas of potential weakness. Simulation can’t replace live patient experience, but it may be an asset for their development Clinical Lab Simulation.

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    Expectations

    Expectations for clinical learning depend on the level and year of the learner. A clinical cohort for fundamental would have vastly different expectations than a final practicum student. The author’s specific cohort are first-semester nursing students and their level generally reflects basic nursing knowledge. Expectations would be conveyed pre-conference on each clinical site visit. This can assure there is a goal each time students begin their day and progress as the semester continues. If expectations are not met, students can be addressed by individuals or as a group to help voice concerns. Even as an educator, the expectation may need to be adjusted if they are not appropriate for the learner’s level. Simulation can also be an option to help improve areas of concern as well. A study was conducted with nursing students to improve the safe administration of medication pre and post-simulation (Green, 2018) Students were anxious throughout, but the results showed improve skills in the safety of administrating medication (Green, 2018). Setting expectations for students requires a thorough assessment of the students, educators, and even the facilities in use. There are options to address goals not being met to improve both students and educators alike. Clinical Lab Simulation.

    Conference/Off Floor

    Pre-conference

    Pre-conference can be used as a way to voice expectations, early anxiety, and how to improve upon earlier encounters. Students should enter clinical knowing what to expect, what areas of improvement that need to be addressed, and which staff to be assigned too. Educators may also look at the patients on the unit in which they will be practicing and assign students based on skills and experience they need to encounter.

    Post-conference

    Post-conference serves as a reflection of the experience and dialogue to begin. Development of problem-solving, critical thinking, and clinical, debriefing of clinical experiences, development of cooperative learning, group process skills, assessment of own learning, and development of oral communication skills can all take place during post-conference and be developed during each site visit Gaberson, K. B.,Oermann, M. H., & Shellenbarger, T. ,2015, p. 246). The events of the day must be addressed with students and any goals not met to voiced as well Clinical Lab Simulation. The goal of the post-conference is to confirm the purpose of the site visit was achieved and students can build upon the experience.

    Off-unit experiences

    Off-Unit experiences serve to expand the clinical site visit for the student. Off-unit experiences can have a relation to their patients if it involves a procedure, imaging, or other clinically relevant events. They serve to help students see the clinical processes involved in patient care and how truly collaborative nursing is with other disciplines. The importance of communication can be echoed through this exercise as well as what the patient may go through when facing uncertainty with imaging or invasive procedures. It also can serve as a break from everyday clinical for students and as a stress relief that comes with it.

     

     

    Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York, NY: Springer Publishing Company, LLC. Clinical Lab Simulation

    GREEN, D. (2018). Medication Simulation: Enhancing Nursing Students’ Clinical Environmental Awareness through Self-Care and Promotion of Patient Safety. Whitireia Nursing & Health Journal, 25, 37–51. Retrieved from http://search.ebscohost.com.ezproxy.fiu.edu/login.aspx?direct=true&db=rzh&AN=138594530&site=eds-live

    Whelan, T., Xinzhe Shi, Andony, K., Yorke, S., & Poonai, S. (2018). Evaluating Learners’ Satisfaction Following Perioperative Nursing Simulation Training. ORNAC Journal, 36(3), 12–16. Retrieved from
    http://search.ebscohost.com.ezproxy.fiu.edu/login.aspx?direct=true&db=rzh&AN=131531246&site=eds-live (Links to an
    Clinical Lab Simulation

  • Strategies to Promote Academic Integrity and Professional Ethic Essay

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

     

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

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    Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work). Utilize headings formatted in proper APA throughout each Part to clearly identify key topic area requirements. Strategies to Promote Academic Integrity and Professional Ethic Essay.

    Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph. 

     

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

     

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

     

    Clearly and accurately explains in detail the relationship between academic integrity and writing.

    Clearly and accurately explains in detail the relationship between professional practices and scholarly ethics.

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

    Use Grammarly and SafeAssign to improve the product.

    Clearly and accurately describe in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity. Include sufficient evidence that Grammarly and SafeAssign were utilized to improve responses.

     

    PART 2: Strategies for Maintaining Integrity of Work

    Expand on your thoughts from Part 1 by:

    Clearly identifying and accurately describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career.

    Include a clearly developed review of resources and approaches you propose to use as a student and a professional.

     

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

     

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

    Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work). Utilize headings formatted in proper APA throughout each Part to clearly identify key topic area requirements.

    Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph. Strategies to Promote Academic Integrity and Professional Ethic Essay