Category: Nursing

Transformational leadership models and styles essay

The purpose of this assignment is to research different leadership models and styles, including transformational leadership.

Choose five leadership models and styles. One model must be transformational leadership. Design a graphic organizer to compare servant leadership with the other models. Consider how these models or styles bring about organizational, team, or individual change or growth. How do leaders implement each of the models and how do they fit with your personal beliefs? {Autocratic leadership, Laisser-faire leadership, democratic leadership & transformational leadership}

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Different Leadership Models and Styles to Include Transformational Leadership

Servant Leadership

The objective of servant leadership is to serve. It entails listening, empathy, stewardship, awareness, healing, persuasion and conceptualization, communication building, foresight, and committed to growth of others. It requires attention and empathy  towards the followers needs by the leaders. Servant leaders mentor followers to become healthier, more autonomous, freer and wiser. It is based on strong ethical overtones.

It is characterized by collaboration of employees and improves satisfaction.

Leadership focuses on personal growth and performance of the team. Encourages employee autonomy

Organizational growth: employee performance increases with increased motivation and commitment.

Decreases turnover through job satisfaction and motivation. Transformational leadership models and styles essay.

Team work involves collective operation

Individual development involves personal development, improvement of motivation and employee satisfaction. Followers observe and emulate the positive actions of the leader. Social exchange theory reveals reciprocal relationships developed between the employees and the servant leaders. It also improves responsibility at the family level (Chiniara & Bentein, 2016).

Leader’s implementation: Leaders lead by example and stay away from the spotlight. They involve employees in decision making and recognition for good performance.

Fitting into beliefs: I believe in collaborative efforts, team building and employee motivation for effective performance. These beliefs are supported by servant leadership.

Autocratic Leadership

Managers have absolute decision making authority. It is implemented in situation demanding close supervision. It limits creativity in the organization and discourages the participation and engagement of teams in collective performance. It ensures the organizations goals are met through Transformational leadership models and styles essay

Differences

No collaborative efforts

Does not lead by consensus but practice command and control.

Long-term effects include lower morale, lower productivity, higher turnover, and lower-quality decisions.

Discourages autonomy of employees

Encourages turnover and increases job dissatisfaction

Similarities

Both have potential for high levels of productivity

Efficient decision making

 

Transformational leadership

Involves implementation of change It engages teams in the creation of visions, identification of changes, inspiration towards achievement and implementation. It is characterized by individualized consideration of group members, intellectual creativity and stimulation, inspirational motivation and ability to inspire confidence as well as idealized influence of leaders.

Similarities

Inspires personal development of employees and leaders through emphasis on positive behavior and morals (Newmanet al., 2017).

Gives employees autonomy

Is collaborative

Improves the morality, motivation and productivity of the employees and the leader

Enhances organizational development through execution of positive changes

Both work to create leaders and decision making is collective

Differences

Has an ethical dimension unlike the servant leadership

Leaders motivate and influence followers unlike in servant where followers come first

Laisser-faire leadership

This leadership allows the group members to make decisions. The staff is challenged to take up tasks and responsibilities to determine their failures and achievements. Leaders are involved in the provision of tools and minimal guidance. Workers have complete freedom in the resolution of problems.

Similarities

Both give decision-making freedom to employs

Both give up their control and power to engage the teams (Van Dierendonck & Patterson, 2018).

Differences

Laisser-faire leaves the team to work on their own while servant leadership serves the team

Decision-making is left to the team members

Leaders do not take care of the needs of the followers

Servant leadership serves while Laisse-faire delegates

Increased potential of low productivity and motivation

Fail to provide regular feedback to the team members

Are not directly involved in supervision of followers

Lack managerial control

Transformational leadership models and styles essay

 

Democratic leadership

The decision-process is more participative. Involved parties are engaged in free participation, generation of ideas and discussions regarding decision making. It is characterized by group empowerment, responsibility distribution and aiding of the decision-making process. It facilitates the resolution of organizational problems and issues through informed decision-making. It encourages creativity and innovation as well as improves the job satisfaction among employees.

Similarities

Collective decision making

Improves productivity, motivation and job satisfaction (Hoch et al., 2018)

Collaboration between the leaders and workers

Employees and employers have equal say in the decision-making process

Leaders and team members commit to achieving positive results for the organization

Both are not very effective for urgent decision making considering the process and time used in collaborative decision-making efforts

Transformational leadership models and styles essay

They both encourage learning from previous employee mistakes

They are both employee-centered, consensual, consultative, considerate and concerned with creating and maintaining good relationships at the workplace.

Differences

Servant leaders stay out of the limelight and let the teams receive recognition unlike the democratic leaders who are recognized for their successful leadership roles in projects

My Thoughts

Different leadership styles and models exist in different organizational settings. The most common include servant leadership, transformational, autocratic, democratic and laisser-faire leadership (Set & Sarros, 2016).  The implementation of each depends on the organizations vision and anticipated results. They all have the potential to impose positive changes in the individual, teams and the organization as a whole. Servant leadership is the most effective type of leadership style considering its abilities to improve the workplace and inspire change in the followers and the organization through service provision.

However, the five styles fit in my personal beliefs since they all are effective in achieving both the long-term and short-term goals of the organization. Their uniqueness is influenced by the desired results and type of urgency in decision-making. Transformational leadership models and styles essay

 

References

Chiniara, M., & Bentein, K. (2016). Linking servant leadership to individual performance: Differentiating the mediating role of autonomy, competence and relatedness need satisfaction. 
The Leadership Quarterly
, 
27
(1), 124-141.

Hoch, J. E., Bommer, W. H., Dulebohn, J. H., & Wu, D. (2018). Do ethical, authentic, and servant leadership explain variance above and beyond transformational leadership? A meta-analysis. 
Journal of Management
, 
44
(2), 501-529.

Newman, A., Schwarz, G., Cooper, B., & Sendjaya, S. (2017). How servant leadership influences organizational citizenship behavior: The roles of LMX, empowerment, and proactive personality. 
Journal of Business Ethics
, 
145
(1), 49-62. Transformational leadership models and styles essay

Seto, S., & Sarros, J. C. (2016). Servant Leadership Influence on Trust and Quality Relationship in Organizational Settings. 
International Leadership Journal
, 
8
(3).

Van Dierendonck, D., & Patterson, K. (Eds.). (2018). 
Practicing Servant Leadership: Developments in Implementation
. Springer Transformational leadership models and styles essay

Assignment: Practicum – Week 1 Journal Entry. Nursing and counseling theories to guide practice in psychotherapy

Practicum Journal Entry- Theory In Psychotherapy

Student’s Name

Institution of Affiliation

Course Name

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Date

Introduction

I look forward to an exciting practicum experience with interesting learning opportunities using real patient case scenarios. I have acquired adequate knowledge in taking histories, conducting assessments, making diagnoses and managing a wide range of mental illnesses. Therefore, I expect that applying classroom knowledge to clinical practice will be an easy task. Besides, by integrating nursing and counseling theories into practice, I look forward to addressing different patients’ need to promote a healing environment and good health outcomes. Assignment: Practicum – Week 1 Journal Entry. Nursing and counseling theories to guide practice in psychotherapy.

Selected Nursing Theory

           
The nursing theory of choice for this practicum experience is the modeling and role-modeling theory which was developed the year 1983 by Evelyn Tomlin, Helen Erickson, and Mary Ann. The decision to use this theory was influenced by the fact…

 

Students will:

Analyze nursing and counseling theories to guide practice in psychotherapy*

Summarize goals and objectives for personal practicum experiences*

Produce timelines for practicum activities*

In preparation for this course’s practicum experience, address the following in your Practicum Journal:

Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.

Note: For guidance on nursing and counseling theories, refer to this week’s Learning Resources.

Explain why you selected these theories. Support your approach with evidence-based literature.

Develop at least three goals and at least three objectives for the practicum experience in this course.

Create a timeline of practicum activities based on your practicum requirements.

Required Readings

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

Standard 5A “Coordination of Care” (page 54)

Note: Throughout the program you will be reading excerpts from the ANA’s Scope & Standards of Practice for Psychiatric-Mental Health Nursing. It is essential to your success on the ANCC board certification exam for Psychiatric/Mental Health Nurse Practitioners that you know the scope of practice of the advanced practice psychiatric/mental health nurse. You should also be able to differentiate between the generalist RN role in psychiatric/mental health nursing and the advanced practice nurse role.

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

Chapter 11, “Group Therapy” (pp. 407–428)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

Chapter 1, “The Foundations of Family Therapy” (pp. 1–6)

Chapter 2, “The Evolution of Family Therapy” (pp. 7–28)

Breeskin, J. (2011). Procedures and guidelines for group therapy. The Group Psychologist, 21(1). Retrieved from http://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.aspx

Khawaja, I. S., Pollock, K., & Westermeyer, J. J. (2011). The diminishing role of psychiatry in group psychotherapy: A commentary and recommendations for change. Innovations in Clinical Neuroscience, 8(11), 20–23. Retrieved from http://innovationscns.com/ Assignment: Practicum – Week 1 Journal Entry. Nursing and counseling theories to guide practice in psychotherapy

Note: You will access this article from the Walden Library databases.

Koukourikos, K., & Pasmatzi, E. (2014). Group therapy in psychotic inpatients. Health Science Journal, 8(3), 400–408. Retrieved from http://www.hsj.gr/medicine/group-therapy-in-psychotic-inpatients.php?aid=2644

Note: You will access this article from the Walden Library databases.

Lego, S. (1998). The application of Peplau’s theory to group psychotherapy. Journal of Psychiatric & Mental Health Nursing, 5(3), 193–196. doi:10.1046/j.1365-2850.1998.00129.x

Note: You will access this article from the Walden Library databases.

McClanahan, K. K. (2014). Can confidentiality be maintained in group therapy? Retrieved from http://nationalpsychologist.com/2014/07/can-confidentiality-be-maintained-in-group-therapy/102566.html

U.S. Department of Health & Human Services. (2014). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/sites/default/files/ocr/privacy/hipaa/understanding/special/mhguidancepdf.pdf Assignment: Practicum – Week 1 Journal Entry. Nursing and counseling theories to guide practice in psychotherapy

 

Practicum Journal Entry- Theory In Psychotherapy

Student’s Name

Institution of Affiliation

Course Name

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Date

Introduction

I look forward to an exciting practicum experience with interesting learning opportunities using real patient case scenarios. I have acquired adequate knowledge in taking histories, conducting assessments, making diagnoses and managing a wide range of mental illnesses. Therefore, I expect that applying classroom knowledge to clinical practice will be an easy task. Besides, by integrating nursing and counseling theories into practice, I look forward to addressing different patients’ need to promote a healing environment and good health outcomes.

Selected Nursing Theory

           
The nursing theory of choice for this practicum experience is the modeling and role-modeling theory which was developed the year 1983 by Evelyn Tomlin, Helen Erickson, and Mary Ann. The decision to use this theory was influenced by the fact that it promotes nurse’s ability to nurture and care for every patient based on their uniqueness. In this case, the therapeutic relationship developed between a nurse and a patient is characterized by respect, trust, awareness and shared goals (Erickson, 2010). The modeling and remodeling theory bases its key concepts on four major theories namely: Erikson’s psychosocial theory, the GAS (General Adaptation Syndrome), Abraham Maslow’s hierarchy of needs theory and lastly Piaget’s cognitive development theory. Assignment: Practicum – Week 1 Journal Entry. Nursing and counseling theories to guide practice in psychotherapy

Modeling is a step by step process that a nurse seeks information on a patient’s internal and external model and acknowledges its worth. Since this theoretical model recognizes that every patient has a unique personal model, the modeling process can be used to develop an image of every patient and to understand every patient’s experience based on their perspective (Erickson, 2013).  In role modeling, patients are nurtured to attain, maintain and promote health as facilitated by a nurse. The process facilitates the nurse’s ability to plan for necessary interventions that promote healing after implementation. During my practicum experience, the modeling and remodeling theory will be applied through promoting and affirming patient’s strengths, setting mutual healthcare-directed goals, building trust, and by promoting a patient’s orientation and control.

Selected Counseling Theory

For my practicum experience, the counseling theory of choice is cognitive-behavioral theory. This theory clearly explains the vital role that cognition plays to influence change in behavior. Since it uses both a cognitive and behavioral approach, the theory is preferred by most scientists, sociologists, and psychologists to assist patients in clinical and community settings to understand individual feelings and thoughts and how they influence behavior (Beck & Haigh, 2014). CBT theory is even more effective in cases where patients interpret circumstances negatively, develop distorted thinking and gradually adopt negative behaviors which negatively impact social, physical emotional and mental well-being.

Current scientific evidence reveals that cognitive-behavioral theory is a highly effective psychotherapeutic approach when integrating psychological events into behavior frameworks as a basis of healing in the clinical setting. The theory lays a lot of emphasis on distorted thinking, problem-solving and a patient’s present circumstances basing on the following three major assumptions: abnormalities can arise from faulty cognitions about other people, these cognitions can lead to inaccurate thoughts and distorted thinking and ultimately disorderly emotions and behavior (Frank & Badre, 2015). By applying this theory in my practicum experience, clients will be empowered to analyze situations differently and understand how the adoption of alternative thoughts and behaviors impact thoughts, feelings, and behaviors positively with good health outcomes. Assignment: Practicum – Week 1 Journal Entry. Nursing and counseling theories to guide practice in psychotherapy.

 

References

Beck, A. T., & Haigh, E. A. (2014). Advances in cognitive theory and therapy: The generic cognitive model.
Annual review of clinical psychology
,
10
, 1-24.

Erickson, H. L. (2010). Helen Erickson, Evelyn Tomlin, and Mary Ann Swain’s Theory of Modeling and Role Modeling.
Nursing theories and nursing practice
, 202-223. Assignment: Practicum – Week 1 Journal Entry. Nursing and counseling theories to guide practice in psychotherapy

Erickson, M. E. (2013). Modeling and role-modeling theory in nursing practice. 
Nursing Theory-E-Book: Utilization & Application
, 303.

Frank, M. J., & Badre, D. (2015). How cognitive theory guides neuroscience. 
Cognition
, 
135
, 14-20.

Im, E. O. (2018). Theory Development Strategies for Middle-Range Theories. 
Advances in Nursing Science
, 
41
(3), 275-292. Assignment: Practicum – Week 1 Journal Entry. Nursing and counseling theories to guide practice in psychotherapy

NRS-434VN Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

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The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and  an additional slide for references at the end.

Include the following in your presentation:

Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.

Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.

Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.

NRS-434VN Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.

Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.

In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Refer to the resource, “Loom,” located in the Student Success Center, for additional guidance on recording your presentation.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Indoor Air pollution is my Environmental factor.

 

Course Code

Class Code

Assignment Title

Total Points

NRS-434VN

NRS-434VN-O502

Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

80.0

Criteria

Percentage

Unsatisfactory (0.00%)

Less than Satisfactory (76.00%)

Satisfactory (81.00%)

Good (89.00%)

Excellent (100.00%)

Content

100.0%

Environmental Factor and the Potential Effect on Infants

15.0%

An environmental factor is not presented.

The issue chosen is not environmental. An incomplete summary of how the environmental factor potentially affects infant health or safety is presented.

A general description of how the environmental factor potentially affects infant health or safety is presented. There are inaccuracies, or more evidence is needed for support or rationale.

A description of how the environmental factor potentially affects infant health or safety is presented. Some support or rationale is needed.

A detailed description of how the environmental factor potentially affects infant health or safety is presented.  Strong support and rationale are provided. The direct effect of the environmental factor on infant health and safety is well established.

Health Promotion Plan for Caregivers to Address Environmental Factor and Improve Infant Health and Well-Being

15.0%

A health promotion plan is not presented.

NRS-434VN Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

An incomplete health promotion plan is presented. The plan fails to address the environmental issue; or, the plan does not include steps to improve health or safety for infants. There are major inaccuracies.

A general health promotion plan is presented. The plan addresses the environmental issue and includes general steps to improve health or safety for infants. There are some inaccuracies. More information or evidence is needed for support. It is unclear if the plan is suitable for the chosen caregiver.

A health promotion plan is presented. The plan addresses the environmental issue and includes steps to improve health or safety for infants. Some information or evidence is needed for support. The plan is realistic for the chosen caregiver.

A well-developed health promotion plan is presented. The plan clearly addresses the environmental issue and includes specific steps to improve health or safety for infants. Sufficient information and evidence is provided for support. The plan is realistic for the chosen caregiver.

Recommendations for Accident Prevention and Safety Promotion

10.0%

Recommendations for safety promotion and accident prevention are not offered.

Some recommendations for safety promotion and accident prevention offered are summarized. The   recommendations offered are unrelated to the environmental factor; steps recommended do not support the health and safety of infants.

Recommendations for safety promotion and accident prevention offered are summarized. The recommendations offered are generally related to the environmental factor.  Most steps recommended support the health and safety of infants. There are some inaccuracies. More information or rationale is needed for support and clarity.

Recommendations for safety promotion and accident prevention offered are proposed. The recommendations offered relate to the environmental factor and the steps outlined support the health and safety of infants. Some rationale is needed for support or clarity. In general, the recommendations are realistic and suitable for the chosen situation and caregiver.

Well-developed recommendations for safety promotion and accident prevention offered are proposed. The recommendations offered clearly relate to the environmental factor. The steps outlined are well thought out and support the health and safety of infants. The recommendations are realistic and highly suitable for the chosen situation and caregiver.

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Evidence-Based Examples, Interventions, and Suggestions

10.0%

Examples, interventions, and suggestions are not offered. None of the scholarly resources meet the assignment criteria.

Some examples, interventions, and suggestions are offered. Most of the research resources do not meet the criteria as outlined in the assignment.

General examples, interventions and suggestions are offered. Some of the research resources do not meet the criteria as outlined in the assignment.

Examples, interventions, and suggestions offered are evidence-based. At least three scholarly research resources are utilized, and at least two peer-reviewed and no older than 6 years old. Overall, the resources support the examples, interventions and suggestions.

Examples, interventions and suggestions are evidence-based and strongly supported. Three or more scholarly research resources are utilized; at least two are peer-reviewed and no older than 6 years old.

Community, National, and Web-Based Resources for Health Promotion

10.0%

Resources are not included for the health promotion.

Some resources are included, but overall do not meet the criteria as outlined in the assignment. The resources are not relevant to the health promotion. A description does not accompany the resources. The contact information for the resources is incomplete or inaccurate.

Resources are included as part of the health promotion. Some of the resources do not meet the criteria as outlined in the assignment. A general description accompanies the resources. Some contact information for the resources is incomplete or inaccurate.

Two community resources, a national resource, and a Web-based resource are included with the health promotion. Overall, the resources are relevant to the health promotion and accessible for the caregiver. A description accompanies the resources. The contact information provided for the resources is accurate.

Two community resources, a national resource, and a Web-based resource are included with the health promotion. The resources are highly relevant to the health promotion and are accessible for the caregiver. A detailed description accompanies the resources. The contact information provided for the resources is complete and accurate.

Appropriateness of Health Promotion for Caregiver and Situation

15.0%

No aspect of the health promotion presentation is relevant to the caregiver or associated demographic

The literacy level is not written for the level of the caregiver or target audience. The socioeconomic level, language, culture, and any other relevant characteristic of the caregiver are not always consistent with representing the caregiver or associated demographic. Major changes need to be made for the presentation to be tailored to the caregiver or associated demographic.

The literacy level is generally written for the level of the caregiver or target audience. The socioeconomic level, language, culture, and any other relevant characteristics of the caregiver are generally written representing the caregiver or associated demographic. Some changes need to be made for the presentation to be tailored for the caregiver or associated demographic.

The literacy level is written for the level of the caregiver or target audience. The socioeconomic level, language, culture, and any other relevant characteristics of the caregiver are tailored for the caregiver or associated demographic. There are some areas that require revision or slight change

The literacy level is written for the level of the caregiver or target audience. The socioeconomic level, language, culture, and any other relevant characteristics of the caregiver are tailored for the caregiver or associated demographic. The presentation demonstrates insight into tailoring presentations to a specific target population.

PowerPoint and Voice Over Requirements

5.0%

Presentation fails to meet the criteria outlined. The presentation contains fewer than 10 slides, omits speaker notes, and does not have a reference slide. Loom is not utilized for the presentation.

Presentation meets some of the criteria outlined. A minimum of 10 slides is used for the presentation. The reference slide and speaker notes are omitted or are not complete. An attempt at a Loom presentation is made.

Presentation meets most of the criteria outlined. Presentation uses 10 -12 slides, but the slide arrangement does not support the intended presentation. The reference slides and speaker notes are missing information or contain inaccuracies. A Loom presentation is submitted, but the presentation is inconsistent with the PowerPoint and speaker notes.

Presentation meets the criteria outlined. Presentation uses 10 -12 slides and the slide arrangement supports the intended presentation. The speaker notes are submitted and support the presentation. The reference slide is submitted. A Loom presentation is submitted and overall is consistent with the PowerPoint and speaker notes.

Presentation meets the criteria outlined. Presentation uses 10 -12 slides and the slide arrangement strongly supports the intended presentation. The speaker notes submitted are well-developed and support the presentation. The reference slide is submitted. A Loom presentation is submitted and is consistent with the PowerPoint and speaker notes.

Visual Appeal

NRS-434VN Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

5.0%

There are few or no graphic elements. No variation in layout or typography is evident.

Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. In general, the visual presentation is not optimal for the audience

Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Some of the visual aspects are distracting for the intended audience.

Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. Overall, the presentation is visually appealing and suitable for the intended audience.

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. The presentation has strong visual appeal and is developed with the intended audience in mind.

Aesthetic Quality

5.0%

Design is cluttered. Materials detract from the content or the purpose of presentation is low quality.

Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present.

Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear.

Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message.

Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.

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

5.0%

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.

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

5.0%

Sources are not documented.

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.

Total Weightage

100%

NRS-434VN Environmental Factors and Health Promotion: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

NU420M2 Change Agent to Diverse Populations Sample Essay

Characteristics of a Change Agent

Effective leadership results to successful changes in an organization. Change leaders have the ability to enthuse and influence others through drive, vision, advocacy and access of resources to develop a platform for change (Sayers et al., 2015). As such, a good leader should be flexible enough to adapt to the unpredictable external and internal factors affecting the performance of the institution. Flexibility supports agility in change adaptation. Another characteristic of change agents is diversified knowledge. This means that they are knowledgeable and seeks to identify what is workable to increase productivity and quality of care in the healthcare settings. They identify new approaches to problem resolution and spot new growth opportunities. NU420M2 Change Agent to Diverse Populations Sample Essay

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Moreover, they are responsible which makes them accountable and trustworthy as well as have effective communication and listening skills. This enables them to pass messages, listen to suggestions and allow informed decision making through collaboration with interdisciplinary and interprofessional teams (Sayers et al., 2015). A change agent is also visionary in that they see the potential for the existence of the organization and the world and set realistic goals to achieve the vision.

Develop a Strategy to Employ Change

As a new unit manager for the medical surgical unit, I intend to employ an effective change strategy to resolve the resolve the issue of high incidence of new onset diabetes in the Latino population. The strategy will entail recruitment for new roles and skills necessary for the successful implementation of the intended changes. This will be followed by the training of the staff on the effective skills to educate the patients on prevention considering that the department has a little documentation of education by staff. Furthermore, I will implement the new performance goals focused on the wellbeing of the Latino population and application of evidence-based prevention practices to better reduce the new diabetes incidences. NU420M2 Change Agent to Diverse Populations Sample Essay. Consequently, I will optimize the process across all entitles  including the reevaluation and standardization of the management process across the department for consistency followed by sustainability of the employee engagement in the times of change through recognition, communication, stress management, promotion of opportunities, quality care and executive actions as the core drivers of change (Lewallen, 2015). In order to ensure that the change is long-term and effective, I will train project leaders to ensure sustainability of the change in the future.

Outcome

The main anticipated outcome for the change is the reduction of new diabetic cases among the Latino population within six months. This is because, the increase in the new on-set cases has become a challenge to manage the medical cases associated with diabetes and also increased the cost of healthcare. Patient education by staff thus seeks to create awareness and promote healthy practices among the Latino population. Education on prevention will thus reduce the occurrence of diabetes through awareness of healthy lifestyles, exercise and feeding habits.  The evaluation of the success of this change will entail the outcome evaluation. This will obtain the descriptive data and document short-term findings. This will provide the immediate impacts of patient education on the change of the new diabetes on-set cases. In this case, I will obtain the percentage of the target audience demonstrating increased awareness on diabetes prevention and the number of public enquiries, behavioral changes, attitude and knowledge shifts, expressed target audience intentions and initiated policies (Oermann & Gaberson, 2016). NU420M2 Change Agent to Diverse Populations Sample Essay

References

Lewallen, L. P. (2015). Practical strategies for nursing education program evaluation. 
Journal of Professional Nursing
, 
31
(2), 133-140.

Oermann, M. H., & Gaberson, K. B. (2016). 
Evaluation and testing in nursing education
. Springer Publishing Company.

Sayers, J., Lopez, V., Howard, P. B., Escott, P., & Cleary, M. (2015). The leadership role of nurse educators in mental health nursing. 
Issues in mental health nursing
, 
36
(9), 718-724. NU420M2 Change Agent to Diverse Populations Sample Essay

Florida State APRN Scope of Practice

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

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

Florida Scope of Practice Policy – State Profile

scopeofpracticepolicy.org › states › fl

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Florida State Scope of Practice

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

References

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

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

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

NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

Fundamental Nursing Lessons Learnt from a Difficult Situation in Practice: Carper’s Pattern’s of Knowing in Nursing

The Practical Situation Experienced

Nursing is about promoting health, preventing illness, and restoring hope. However, there are situations in which a nurse can find themselves almost helpless with regard to all the three above. A case in point is the prospect of having to reassure a patient with terminal illness by giving them hope yet you know very well that they may not have long to live. Even more daunting is the task requiring you as the nurse to convince the patient and her relatives that they will benefit from hospice care. This is the situation I once found myself in. I was faced with this situation of a 37 year-old who had advanced ovarian cancer with a very poor prognosis. It was obvious that what she needed most in her…

Week 2 Assignment: Reflective Essay

Guidelines with Scoring Rubric

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Purpose

Nursing knowledge is classified in a variety of ways, one of which is Carper’s Patterns of Knowing (Carper, 1978).  Carper’s framework offers a lens through which the nurse can reflect upon insights acquired through empirical, ethical, personal, and aesthetic knowledge (Carper, 1978).  Through intentional reflection using Carper’s Patterns of Knowing, nurses can process experiential learning and knowledge acquired through practice.  The purpose of this assignment is to reflect upon a specific practice situation and better understand the professional knowledge and insights obtained through that experience. NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

Course Outcomes

Through this assessment, the student will meet the following Course Outcomes:

Demonstrate logical and creative thinking in the analysis and application of theory to nursing practice. (CO #1)

Examine broad theoretical concepts as foundational to advanced nursing practice roles. (CO #3)

 

Total Points Possible

This assignment is worth 100 points.

Due Date

Submit your file by 11:59 p.m. MT Sunday at the end of Week 2.

Requirements

Criteria for Content

Think of a surprising or challenging practice situation in which you felt underprepared, unprepared, or uncomfortable.

Select an important nursing issue/topic that was inherent to the identified situation.

As a method of refection, use Carper’s Patterns of Knowing to analyze the situation. In a
two- to three-page paper
address the following:

Briefly
explain the situation

Identify the nursing issue inherent in the identified situation

NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

What do you think was the underlying reason for the situation? (Esthetics)

What were your thoughts and feeling in the situation? (Personal)

What was one personal belief that impacted your actions? (Ethics)

What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)

What new insights did you gain through this reflective practice opportunity?

Preparing the paper

Submission Requirements

Application: Use Microsoft Word 2013™ to create the written component of this assessment.

Length:

The paper (excluding the title page and reference page) should be
at least two but no more than three pages.

A minimum of
two (2)
scholarly literature sources must be used.

Submission: Submit your file to the Canvas course site by the due date/time indicated.

Best Practices in Preparing the Reflective Essay

The following are best practices in preparing this reflective essay.

Review directions thoroughly.

Follow assignment requirements.

Make sure all elements on the grading rubric are included.

Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scholarly writing.

Because the paper is a reflective essay, first person is acceptable for this assignment.

Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.

Ideas and information that come from scholarly literature must be cited and referenced correctly.

A minimum of
two (2)
scholarly literature sources must be used.

Abide by CCN academic integrity policy.

 

Grading Criteria

Category

Points

%

Description

Explanation of the Situation

10

10%

Provide a succinct description of a practice situation in which you felt underprepared or uncomfortable.

Nursing Issue or Concern Inherent to the Situation

15

15%

Explain the specific nursing issue or concern that was inherent to the situation and include your rationale.

 

Reflection upon the Situation using Carper’s Patterns of Knowing

 

45

50%

Analyze the situation and apply Carper’s Patterns of Knowing to discuss the following:

·         What do you think was the underlying reason for the situation? (Esthetics)

·         What were your thoughts and feeling in the situation? (Personal)

·         What was one personal belief that impacted your actions? (Ethics)

·         What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)

Summary of Reflection

20

20%

Provide a summary of your reflection. Include a minimum of two new insights gained through the situation you experienced. Discuss how intentional reflective practice can add to professional knowledge in your future advanced practice nursing role.

APA Format

5

5%

Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section or topic of the paper (one deduction for each type of APA style error). Ideas and information that come from scholarly sources must be cited and referenced correctly.
Two (2) scholarly
literature references are used.

Writing Mechanics

5

5%

Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual. For this assignment first person may be used.

Total

100

100%

A quality assignment will meet or exceed all the above requirements.

 

Grading Rubric

Assessment Criteria

Exceptional

(100%)

Outstanding or highest level of performance

Exceeds

(88%)

Very good or high level of performance

Meets

(80%)

Competent or satisfactory level of performance

Needs Improvement

(38%)

Poor or failing level of performance

Developing

(0)

Unsatisfactory level of performance

 

Content Possible Points
= 90 Points

Explanation of the Situation

 

10 Points

9 Points

8 Points

6 Points

0 Points

Presentation of information is
comprehensive and concise
and includes all of the following elements:

·         Synopsis of the practice situation

·         Discussion of how the practice situation created a feeling of being underprepared, unprepared, or uncomfortable

 

Presentation of information is
superficial
and includes all of the following elements:

 

·         Synopsis of the practice situation

·         Discussion of how the practice situation created a feeling of being underprepared, unprepared, or uncomfortable

 

Presentation of information is
minimally
demonstrated and includes all of the following elements:

·         Synopsis of the practice situation

·         Discussion of how the practice situation created a feeling of being underprepared, unprepared, or uncomfortable

 

Presentation of information in
one
of the following elements fails to meet expectations or is missing the following:

 

·         Synopsis of the practice situation

·         Discussion of how the practice situation created a feeling of being underprepared, unprepared, or uncomfortable

 

Presentation of information in
two or more
of the following elements fail to meet expectations or are missing the following:

·         Synopsis of the practice situation

·         Discussion of how the practice situation created a feeling of being underprepared, unprepared, or uncomfortable

 

Nursing Issue or Concern Inherent to the Situation

 

15 Points

13 Points

12 Points

9 Points

0 Points

Presentation of information is
comprehensive and concise
and includes
all
the following elements:

 

·         Identification of the specific nursing issue or concern which was present in this situation

·         Discussion of why the specific issue or concern is noteworthy

·         Support from the literature to validate the specific issue or concern

Presentation of information is
superficial
in places and includes
all
the following elements:

 

·         Identification of the specific nursing issue or concern which was present in this situation

·         Discussion of why the specific issue or concern is noteworthy

·         Support from the literature to validate the specific issue or concern

Presentation of information is
minimally
demonstrated and includes
all
the following elements:

·         Identification of the specific nursing issue or concern which was present in this situation

·         Discussion of why the specific issue or concern is noteworthy

·         Support from the literature to validate the specific issue or concern

Presentation of information in
one
of the following elements fails to meet expectations or is missing:

 

·         Identification of the specific nursing issue or concern which was present in this situation

·         Discussion of why the specific issue or concern is noteworthy

·         Support from the literature to validate the specific issue or concern

Presentation of information in
two or more
following elements fail to meet expectations or are missing:

·         Identification of the specific nursing issue or concern which was present in this situation

·         Discussion of why the specific issue or concern is noteworthy

·         Support from the literature to validate the specific issue or concern

Reflection upon the Situation using Carper’s Patterns of Knowing

 

45 Points

 40 Points

 36 Points

17 Points

0 Points

Presentation of information is
comprehensive and concise
and includes
all
of the following elements:

·         What do you think was the underlying reason for the situation? (Esthetics)

·         What were your thoughts and feeling in the situation? (Personal)

·         What was one personal belief that impacted your actions? (Ethics)

·         What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)

·         Support from the literature to validate the empirical pattern of knowing

Presentation of information is
superficial
in places and includes
all
of the following elements:

NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

 

·         What do you think was the underlying reason for the situation? (Esthetics)

·         What were your thoughts and feeling in the situation? (Personal)

·         What was one personal belief that impacted your actions? (Ethics)

·         What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)

·         Support from the literature to validate the empirical pattern of knowing

Presentation of information is
minimally
demonstrated and includes
all
of the following elements:

·         What do you think was the underlying reason for the situation? (Esthetics)

·         What were your thoughts and feeling in the situation? (Personal)

·         What was one personal belief that impacted your actions? (Ethics)

·         What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)

·         Support from the literature to validate the empirical pattern of knowing

Presentation of information in
one
of the following elements fails to meet expectations or is missing the following:

 

·         What do you think was the underlying reason for the situation? (Esthetics)

·         What were your thoughts and feeling in the situation? (Personal)

·         What was one personal belief that impacted your actions? (Ethics)

·         What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)

·         Support from the literature to validate the empirical pattern of knowing

Presentation of information in two or more of the following elements fail to meet expectations or are missing the following:

·         What do you think was the underlying reason for the situation? (Esthetics)

·         What were your thoughts and feeling in the situation? (Personal)

·         What was one personal belief that impacted your actions? (Ethics)

·         What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)

·         Support from the literature to validate the empirical pattern of knowing

Summary of Reflection

20 Points

 18 Points

16 Points

8 Points

0 Points

Presentation of information is
comprehensive and concise
and includes
all
of the following elements:

·         Include a minimum of two new insights gained through the situation you experienced

·         Discuss how intentional reflective practice can add to professional knowledge in your future advanced practice nursing role

Presentation of information is
superficial
in places and includes
all
of the following elements:

 

·         Include a minimum of two new insights gained through the situation you experienced

·         Discuss how intentional reflective practice can add to professional knowledge in your future advanced practice nursing role

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

 

·         Include a minimum of two new insights gained through the situation you experienced

·         Discuss how intentional reflective practice can add to professional knowledge in your future advanced practice nursing role

Presentation of information in
one
of the following elements fails to meet expectations or is missing the following:

 

·         Include a minimum of two new insights gained through the situation you experienced

·         Discuss how intentional reflective practice can add to professional knowledge in your future advanced practice nursing role

Presentation of information in
two or more
of the following elements fail to meet expectations or are missing the following:

·         Include a minimum of two new insights gained through the situation you experienced

·         Discuss how intentional reflective practice can add to professional knowledge in your future advanced practice nursing role

Content Subtotal ___ /90 points

Format Possible Points = 10 Points NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

APA Format

5 Points

4 Points

3 Points

2 Points

0 Points

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

·         title page;

·         running head;

·         body of paper (including citations and headings); and

·         reference page.

 

One deduction for each type of APA format error.

 

0 to 1
APA error is present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

·         title page;

·         running head;

·         body of paper (including citations and headings); and

·         reference page.

 

One deduction for each type of APA format error.

2–3
APA errors are present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

·         title page;

·         running head;

·         body of paper (including citations and headings); and

·         reference page.

 

One deduction for each type of APA format error.

 

4–5
APA errors are present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

·         title page;

·         running head;

·         body of paper (including citations and headings); and

·         reference page.

 

One deduction for each type of APA format error.

 

6–7
APA errors are present

APA guidelines, as per the 6th edition of the manual, are demonstrated for the

·         title page;

·         running head;

·         body of paper (including citations and headings); and

·         reference page.

 

One deduction for each type of APA format error.

 

8 or greater
APA errors are present

References and Page Length

 

Note: Students are to use at least
two (2) scholarly re
ferences.

The paper (excluding the title page and reference page) should be at least
two but no more than three pages.

3 Point deduction

NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

Does not use at least two (2) scholarly references
and/or
falls short of or exceeds required page length.

Writing Mechanics

5 Points

4 Points

3 Points

2 Points

0 Points

1–2
errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual. For this assignment, first person may be used.

 

3–4
errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual. For this assignment, first person may be used.

 

5–6
errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual. For this assignment, first person may be used.

 

7–8
errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual. For this assignment, first person may be used.

 

9 or greater
errors
or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual. For this assignment, first person may be used.

Format Subtotal ____/10 points

 

Total Points ____/100 points

Comments: NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

 

Fundamental Nursing Lessons Learnt from a Difficult Situation in Practice: Carper’s Pattern’s of Knowing in Nursing

The Practical Situation Experienced

Nursing is about promoting health, preventing illness, and restoring hope. However, there are situations in which a nurse can find themselves almost helpless with regard to all the three above. A case in point is the prospect of having to reassure a patient with terminal illness by giving them hope yet you know very well that they may not have long to live. Even more daunting is the task requiring you as the nurse to convince the patient and her relatives that they will benefit from hospice care. This is the situation I once found myself in. I was faced with this situation of a 37 year-old who had advanced ovarian cancer with a very poor prognosis. It was obvious that what she needed most in her last days would be round-the-clock hospice care for especially pain relief. The task, therefore, of convincing her together with her relatives to follow this route fell on me. Needless to say, I felt not only unprepared, but also uncomfortable because I knew there was no hope of her surviving for long. Yet I had to give her a reason to look forward to the next day.

The nursing issue inherent in this situation was the need for apt, caring and tactful guidance and counselling as an important role of me as the nurse in this end-of-life situation. I had to not only help the patient and her relatives make the right decision of checking into a hospice, but also give them convincing reasons why they needed to do so. This was not an easy mission to accomplish.

Reflection on the Situation Based on Carper’s Patterns of Knowing

           
Four facets of nursing knowledge have been identified as empirics or the scientific basis of nursing, esthetics or the consideration of nursing as an art, ethics or the morality in nursing, and the personal knowledge component of nursing (Carper, 1978; Schmidt et al., 2003). On empirics, therefore, I needed to be armed with evidence that hospice care indeed is beneficial for this patient and her family. This is the evidence that I needed to base my argument on in trying to convince them to accept hospice care. Quaglietti, et al. (2004) have stated that the palliative care offered in the hospice takes care of the patient’s and her family’s expectations in terms of care. They continue that nurse practitioners (NPs) are well placed to meet these expectations. On esthetics, empathy is the single most important factor in mastering the art of offering nursing care to patients (Carper, 1978). This was the underlying reason for the situation – need for empathy. Experience had taught me that to gain the patient’s trust and confidence; I as the nurse must feel genuine empathy for them. This way they will make less effort to accept any proposal such as going into hospice care. On personal knowledge, Carper (1978) identifies interpersonal interaction as the barometer with which this knowledge is measured and gained. In this scenario, my personal feeling was that I had to relate with both the patient and her relatives at a personal level by establishing a personal bond with them. In doing this, I had to first know myself and confront my own personal fears and shortcomings. Last but not least on ethics, I had to be aware that I had a moral obligation to only offer suggestions that would bring the greatest good to the patient and by extension her family (beneficence). Also, whatever suggestion or intervention that I suggested had to be devoid of the possibility of causing harm to the patient (nonmaleficence). But, most importantly, it dawned on me that I had to respect the decision of the patient and her relatives at the end (respect for autonomy) (Haswell, 2019). NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

Summary     

           
This experience was indeed rich in knowledge for me. I learnt that the four factors of nursing knowledge are present in all practical nursing situations. Thus the double insight I got was the importance of evidence-based practice decisions and the power of empathy. Intentional reflective nursing practice is therefore imperative for improved future care.

References

Carper, B.A. (1978).
Fundamental patterns of knowing in nursing
. Retrieved 8 September 2019 from
https://www.google.co.ke/url?sa=t&source=web&rct=j&url=https://pdfs.semanticscholar.org/8871/eb88fb06168bb31e20e9c54e57920e575a47.pdf&ved=2ahUKEwje0JrqscHkAhVClFwKHYXzAgsQFjAQegQICRAB&usg=AOvVaw0CEuuz-eqnIwVMqcmUI55E

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

Schmidt, L.A., Nelson, D. & Godfrey, L. (2003). A clinical ladder program based on Carper’s fundamental patterns of knowing in nursing.
JONA
, 33(3), 146-152. Doi: 10.1097/00005110-200303000-00005

Quaglietti, S., Blum, L. & Ellis, V. (2004). The role of the adult nurse practitioner in palliative care.
Journal of Hospice and Palliative Nursing
, 6(4), 209-214. Doi: 10.1097/00129191-200410000-00009 NR501 Week 2 Assignment Carper’s Pattern’s of Knowing Nursing Theory Reflective Essay

Conceptual Iowa Model Example

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

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Conceptual Iowa Model Example

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

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

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

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

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

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

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

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

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

References

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

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

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

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

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

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

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

›Applying Current Literature to Clinical Practice

›
Overview of the article

Title:

›The effectiveness of exercise for fall prevention in nursing home residents: A systematic review meta‐analysis

›Authors: Cao, P. Y., Zhao, Q. H., Xiao, M. Z., Kong, L. N., and Xiao.

›Year of publication: 2018 Applying Current Literature to Clinical Practice

›It contains a systematic review research on the effectiveness of exercise on fall prevention in nursing home residents

BUY A PLAGIARISM-FREE PAPER HERE

Nursing home residents have a high risk of falling. No conclusive evidence exists on the effectiveness of exercise on fall prevention in nursing home residents

The aim of this study was to determine the effectiveness of exercise on fall prevention in nursing home residents.

Presents an abstract, background, design section, data resources, review methods, results and…

 

In a 5- to 10-slide PowerPoint presentation, address the following:

Provide an overview of the article you selected.

What population is under consideration?

What was the specific intervention that was used? Is this a new intervention or one that was already used?

What were the author’s claims?

Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?

Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.

Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.

 

Applying Current Literature to Clinical Practice

 

Abstract

The presentation describes and reviews a study on the effectiveness of group psychotherapy among women who have a history of sexual harassment. The analyzed study was published in the
Journal of Clinical Nursing.
The presentation examines various factors in the study, such as the reason for selection of these women and the setting of the group therapy among others. In addition, the presentation researches features that include curative factors that can be helpful to the group under consideration. Aspects such as catharsis and instillation of hope among others in the study have been discussed in the presentation. Exclusion criteria involved in the study, which include age, history of alcohol abuse, etc. have been addressed in addition to the findings of the research. Finally, the limitations of the study are reviewed in the presentation as well as their effects on the application of the results obtained in the study.

 

Applying Current Literature to Clinical Practice

Overview

The presentation focuses on various aspect of the study in order to evaluate its findings. Information such as the type of group involved in the study and its participants is helpful to determine the validity and reliability of the study. The presentation also discusses the reasons for the group members’ selection, setting of the group, frequency of the group meetings, and their duration. Other key issues considered include the findings, curative factors that might be helpful to group members, and exclusion criteria. Finally, the limitations of the study are examined as well as their impact on the application of the findings of the research.

Introduction

Group psychotherapy is one of the most effective therapies for patients suffering from depression, anxiety, and even post traumatic disorders. Group psychotherapy involves helping people with the same problems and background. During the sessions, the selected members are treated as a group in order to enhance skills such as socializing and group cohesiveness. This presentation focuses on answering the question derived from the study, which is whether group psychotherapy among women with a history of sexual harassment proves effective and gives durable results.

 

›Applying Current Literature to Clinical Practice

›
Overview of the article

Title:

›The effectiveness of exercise for fall prevention in nursing home residents: A systematic review meta‐analysis

›Authors: Cao, P. Y., Zhao, Q. H., Xiao, M. Z., Kong, L. N., and Xiao.

›Year of publication: 2018

›It contains a systematic review research on the effectiveness of exercise on fall prevention in nursing home residents

Nursing home residents have a high risk of falling. No conclusive evidence exists on the effectiveness of exercise on fall prevention in nursing home residents Applying Current Literature to Clinical Practice

The aim of this study was to determine the effectiveness of exercise on fall prevention in nursing home residents.

Presents an abstract, background, design section, data resources, review methods, results and conclusion

 

›Population

Target audience

›Nursing homes

residents

The aim of this study was to determine the effectiveness of exercise on fall prevention in nursing home residents. Applying Current Literature to Clinical Practice

 

›Specific intervention

›Exercise

 

›The intervention was already in use

Exercise is a cognitive behavior therapy for nursing home residents (Schoenfelder, 2000).

It has been in use in many areas of healthcare as a form of psychotherapeutic approach

 

›
Author’s claims

›No conclusive evidence exists on exercise effectiveness on preventing of falls in home nursing

›Nursing home residents have a high risk of falling (Cao et al., 2018; KAYA et al. 2012)

The authors claims that there is limited information regarding the effectiveness of exercise in nursing homes for prevention of falls Applying Current Literature to Clinical Practice

 

›
Findings/outcomes

›Exercise did not play a role in preventing falls

›This might not translate into practice with my own clients

Translation to practice is limited by little evidence-based research regarding physical exercise in nursing homes fall prevention

Home nursing facilities employ physical exercise as a therapy to good health and improving quality of life and body strength with the aim of preventing falls and thus is expected to reduce falls among my clients (Carter, Kannus & Khan, 2001).

Physical exercise is one of the most effective interventions for fall prevention

The research employed small samples which presented low quality evidence

 

›
Limitation’s impacts

›The render the findings not generalizable

›They increases the need for further research in my practice area.

›They increase cost and time of  further research before drawing conclusions

Limitation: lack of sufficient data on exercise effectiveness on fall prevention in nursing homes

There was low heterogeneity

Use of small and low quality samples

Limited research cannot be generalized since it does not cover the entire target population

It demands further research which is costly and time consuming Applying Current Literature to Clinical Practice

 

›
References

›Cao, P. Y., Zhao, Q. H., Xiao, M. Z., Kong, L. N., & Xiao, L. (2018). The effectiveness of exercise for fall prevention in nursing home residents: A systematic review meta‐analysis.
Journal of advanced nursing
, 74(11), 2511-2522.

›KAYA, Ç. A., Kirimli, E., KALAÇA, Ç., Cifcili, S., ÜNALAN, P. C., & Kalaca, S. (2012). The incidence of falls and related factors in the elderly living in residential homes. 
Turkish Journal of Geriatrics
, 
15
(1).

›Schoenfelder, D. P. (2000). A fall prevention program for elderly individuals: exercise in long-term care settings. Journal of gerontological nursing, 26(3), 43-51.

›Carter, N. D., Kannus, P., & Khan, K. (2001). Exercise in the prevention of falls in older people. 
Sports medicine
, 
31
(6), 427-438. Applying Current Literature to Clinical Practice

›

Applying a change Model to the Implementation Plan

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

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

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

 

Applying the Iowa Model to the Implementation Plan

Student’s Name

Institution of Affiliation

Course Name

Date

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Selected Evidence-Based Practice Model

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

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

Applying the Iowa Model To The Implementation Plan

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

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

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

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

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

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

Conclusion

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

 

References

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

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

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

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

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

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

›Applying

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