Tag: Clinical-Nursing

  • Episodic/Focused SOAP Note Template Sample Essay

    Episodic/Focused SOAP Note Template Sample Essay.

    Episodic/Focused SOAP Note Template
     Assignment 1

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

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

    Nausea and Vomiting

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

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

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    Assignment 2

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

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

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

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

    Format: fully detail discussion paper

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

    Synthroid 100 mcg daily

    Nifedipine 30 mg daily

    Prednisone 10 mg daily

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

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

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

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

    Episodic/Focused SOAP Note Template SAMPLE Assignment 3

    Book same as assignment 2

    To prepare :

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

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

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

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

    With these thoughts in mind:

    By Day 3

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

    Episodic/Focused SOAP Note Template
     SAMPLE

    Patient Information:

    Initials, Age, Sex, Race

    S.

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

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

    Location: head

    Onset: 3 days ago

    Character: pounding, pressure around the eyes and temples

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

    Timing: after being on the computer all day at work

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

    Severity: 7/10 pain scale

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

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

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

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

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

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

    Example of Complete ROS:

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

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

    SKIN:  No rash or itching.

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

    RESPIRATORY:  No shortness of breath, cough or sputum.

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

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

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

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

    HEMATOLOGIC:  No anemia, bleeding or bruising.

    LYMPHATICS:  No enlarged nodes. No history of splenectomy.

    PSYCHIATRIC:  No history of depression or anxiety.

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

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

    O.

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

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

    A
    .

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

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

    Episodic/Focused SOAP Note Template
     References

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

    ExampleFocused SOAP Note for a patient with chest pain

    S.

    CC: “Chest pain”

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

    PMH: Positive history of GERD and hypertension is controlled

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

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

    ROS

    General
    –Negative for fevers, chills, fatigue

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

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

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

     

    O.

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

     

    General
    –Pt appears diaphoretic and anxious

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

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

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

    Gastrointestinal
    –The abdomen is symmetrical without distention; bowel

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

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

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

    Pulmonary
    — Lungs are clear to auscultation and percussion bilaterally

     

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

     

    A.

    Differential Diagnosis:

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

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

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

    Primary Diagnosis/Presumptive Diagnosis: Myocardial Infarction

    Episodic/Focused SOAP Note Template Sample Essay

     

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

  • Combining Nurse Leader With Advocacy Details Assignment

    Assignment: Combining Nurse Leader With Advocacy Details Assignment:

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

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

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

    Personal and professional accountability

    Career planning

    Personal journey disciplines

    Reflective practice reference behaviors/tenets

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

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

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

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Assignment: Combining Nurse Leader With Advocacy

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

    View Rubrics

    Combining Nurse Leader With Advocacy Details Assignment

    Apply Rubrics

    Combining Nurse Leader With Advocacy

    1

    Unsatisfactory

    0.00%

    2

    Less than Satisfactory

    75.00%

    3

    Satisfactory

    79.00%

    4

    Good

    89.00%

    5

    Excellent

    100.00%

    80.0 %Content

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    15.0 %Organization and Effectiveness

    5.0 %Thesis Development and Purpose

    Paper lacks any discernible overall purpose or organizing claim.

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

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

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

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

    15.0 %Organization and Effectiveness

    5.0 %Paragraph Development and Transitions

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

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

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

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

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

    15.0 %Organization and Effectiveness

    Combining Nurse Leader With Advocacy Details Assignment

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

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

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

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

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

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

    5.0 %Format

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

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

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

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

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

    All format elements are correct.

    5.0 %Format

    Combining Nurse Leader With Advocacy Details Assignment

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

    No reference page is included. No citations are used.

    Reference page is present. Citations are inconsistently used.

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

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

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

    100 %Total Weightage

    Combining Nurse Leader With Advocacy Details Assignment

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  • AACN Essentials Self-Assessment and Patient-Centered Care

    AACN Essentials Self-Assessment and Patient-Centered Care

    Assignment: AACN Essentials Self-Assessment and Patient-Centered Care

    Question Description

    Locate and complete the Self-Assessment of the AACN Essentials located in Course Resources. Follow the directions on the form. Note your total score. Next, review the article cited below:

    Kramer, M., Schmalenberg, C., Maguire, P., Brewer, B., Burke, R., Chmielewski, L., … Meeks-Sjostrom, D. (2009). Walk the talk: Promoting control of nursing practice and a patient-centered culture. 
    Critical Care Nurse, 29
    (3), 77–93. The link to the article may be found in the Syllabus, or the Week 2 Assignments page. AACN Essentials Self-Assessment and Patient-Centered Care.

    Answer the following:

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    If you are willing, please share your total score on the AACN Essentials Self-Assessment

    Candidly identify and share with your classmates areas where knowledge, skills or abilities (KSAs) are lacking?

    Describe the relationship between the Essentials and your new-found knowledge about Patient Centered Care. Are there opportunities for your improvement? SHORT ANSWER QUESTION ABOUT 350 words.

    My score on this assessment is 45. Assignment: AACN Essentials Self-Assessment and Patient-Centered Care

    Chamberlain college-of-nursing nr 447 week 2 discussion aacn essentials self assessment and patient centered care new

    1. Chamberlain-College-Of-Nursing NR 447 Week 2 DiscussionAACN Essentials Self Assessment and Patient Centered Care NEW Check this A+ tutorial guideline at http://www.assignmentcloud.com/nr-447-chamberlain- college-of-nursing/nr-447-week-2-discussionaacn- essentials-self-assessment-and-patient-centered-care-new For more classes visit http://www.assignmentcloud.com AACN Essentials Self-Assessment and Patient-Centered Care Locate and complete the Self-Assessment of the AACN Essentials located in Doc Sharing (Week 2). Follow the directions on the form. Note your total score. Next, review the article cited below: Kramer, M., Schmalenberg, C., Maguire, P., Brewer, B., Burke, R., Chmielewski, L., … Meeks-Sjostrom, D. (2009). Walk the talk: Promoting control of nursing practice and a patient-centered culture. Critical Care Nurse, 29(3), 77–93. Click to link. Answer the following: If you are willing, please share your total score on the AACN Essentials Self-Assessment Candidly identify and share with your classmates areas where knowledge, skills or abilities (KSAs) are lacking? Describe the relationship between the Essentials and your new-found knowledge about Patient Centered Care. Are there opportunities for your improvement? AACN Essentials Self-Assessment and Patient-Centered Care.

  • Nursing Administration, Education, or Nurse Practitioner area of focus

    Nursing Administration, Education, or Nurse Practitioner area of focus

    Module 1: Introduction and Identify Focus of Interest (Why) Assignment

    Submit by 2359 CST Saturday of Module 1.

    Name:

    Date:

    Overview: Capstone Project – Outcomes and Content

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    In this assignment, you will identify and introduce your area of focus: Nursing Administration, Education, or Nurse Practitioner.  After reviewing the articles for a particular issue you will introduce this issue and explain why this is important to you. Complete this provided template. Assignment due by 2359 CST Saturday of Module 1 to blackboard.  Please refer to syllabus for late submission penalties. Nursing Administration, Education, or Nurse Practitioner area of focus. Your final Capstone Project will be an actual presentation that is presented to your co-workers, patients, etc.  Please prepare early where and when you would like to present.

    Module 1: Introduction and Identify Focus of Interest (Why) Assignment Objectives

    Identify interest and strengths.

    Select one of the 3 focus areas for Capstone Project

    Module 1: Introduction and Identify Focus of Interest (Why) Assignment Rubric

    Use this rubric to guide your work on the Week 2 assignment.

    NOTE: 
    All assignments and discussion posts are expected to be completed on time.

    Tasks

    Target

    Acceptable

    Unacceptable

    Introduction of Focused Area: Nursing Administration, Education, or Nurse Practitioner

    Clear statement of focused area of Nursing: Administration, Education, or Nurse Practitioner(40 points)

    General statement of focused area of Nursing: Administration, Education, or Nurse Practitioner(20 point)

    No clear statement of focused area of Nursing: Administration, Education, or Nurse Practitioner(0 points)

    Introduction of Capstone project.  Identify area of interest and why it is important.

    Clear introduction of Capstone project with identified area of interest and strengths and why important.(60 points)

    General statement of introduction of Capstone project with area of interest and why important.  Missing identified area of interest or why important.(30 point)

    Insufficient introduction of Capstone project, identified area, or why important.(0 points)

     

    Module 1: Introduction and Identify Focus of Interest (Why) Assignment

    Introduction of Focused Area: Nursing Administration, Education, or Nurse Practitioner.

     
    Introduction of Capstone Project. Identification of area of Interest and Strengths and why important. Nursing Administration, Education, or Nurse Practitioner area of focus.

  • Health Profession Assignment

    Assignment 2: Health Profession Assignment

    Identify at least one alternate health profession, such as PA-C, and a related professional organization, such as the American Academy of Physician Assistants.

    Prepare a PowerPoint presentation that answers the following:

    What is your interest in this profession?

    What are your goals regarding this profession? Describe the plans you have made towards this goal in the past year.

    What is the growth trend for this profession, especially as there is a continuing shortage of medical professionals in the U.S.?

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    In addition, your presentation should address the following:

    What was Florence Nightingale’s role in establishing nursing as a formal occupation?

    Compare and contrast the types of nursing programs described in Cockerham (2007) to the available nursing programs listed on the All Nursing Schools Web site. Health Profession Assignment.

    Write additional information in the Notes section of the PowerPoint presentation.

    Name your presentation: 
    SUO_HSC2010_W4_A2_LastName_FirstInitial.doc
    .

    Submit your presentation to the 
    W4: Assignment 2 Dropbox
     by 
    Week 4, Day 6
    .

    Cite your sources using the correct APA format on a separate page. Health Profession Assignment.

  • NR 505 Advance Research Method: Evidence-based Practice

    NR 505 Advance Research Method: Evidence-based Practice

    (Chamberlain College – Spring 2016)

     

    Week 4 TD 1 – Sampling Issues

    Staying in discussion with your fellow consultants, what type of sample would you need to examine your question and learn more about your issue? What are the various types of sampling you could use, along with their advantages and disadvantages?

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    Week 4 TD 2 – Ethical Issues

    Read these two documents on ethical issues in research:

    o   Tuskegee syphilis study at 
    http://www.cdc.gov/tuskegee/
    .

    o   An overview of questionable studies – Milestones in the history of human subjects protection at 
    https://ccrod.cancer.gov/confluence/download/attachments/82937373/Milestones%20in%20HSP%20-%20final.pdf?version=1&modificationDate=1344348001577&api=v2

     

    What are the ethical principles violated in the studies described in these documents? What are the implications of this information with respect to recruitment of human subjects in your Ironridge study? NR 505 Advance Research Method: Evidence-based Practice.

  • NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet

    NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet

    Details:

    In this assignment, you will be exploring actual and potential health problems in the childhood years using a functional health assessment and Erickson’s Stages of Child Development. To complete this assignment, do the following:

    Using the textbook, complete the “Children’s Functional Health Pattern Assessment.” Follow the instructions in the resource for completing the assignment.

    Cite and reference any outside sources used in your answers. Include in your assessment a thorough discussion of Erickson’s Stages of Child Development as it pertains to the development age of the child. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

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

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

    You are not required to submit this assignment to Turnitin.

    NRS434V.v10R.Children’s functional health pattern assessment_Student.docx

    Textbook- Physical Examination & Health Assessment 7
    th
    edition by Carolyn Jarvis. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

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    Children’s Functional Health Pattern Assessment

    Functional Health Pattern Assessment (FHP)

     

    Toddler

    Erickson’s Developmental Stage:

     

    Autonomy vs. Shame & Doubt

     

    Preschool-Aged

    Erickson’s Developmental Stage:

     

    Initiative vs. Guilt

    School-Aged

    Erickson’s Developmental Stage:

     

    Industry vs. Inferiority

    Pattern of Health Perception and Health Management:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

    NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet

     

    Toddlers can perform tasks such as climbing stairs, indicates potential diaper change.

     

    Toddlers are typically up to date with health immunizations.

     

    Preschoolers thinking is concrete.  Becomes concerned about the smallest injury and may view that as punishment.

     

    Preschoolers start to can count up to five and understand primary colors.

     

    School-aged children place importance on maintaining health and not getting sick.

     

    School-aged children can dress, shower, and practice effective personal hygiene.

     

    Toddlers can have dental cavities if good dental hygiene is not enforced by caregivers.

     

    Toddlers are at risk for nutritional deficiencies if caregiver does not encourage healthy eating habits.

     

    Preschoolers at risk for injury if they partake in activity that can cause harm.

     

    Preschoolers have an increased risk for infection and contagious diseases due to immune system not fully developed.

     

    School-aged children may not have a concern with maintaining good hygiene and physical appearance.

     

    School-aged children copy health patterns of their caregivers and can affect them negatively.

    Nutritional-Metabolic Pattern:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

    Toddlers can be self-sufficient when drinking from a bottle or from a sippy cup.

     

    Toddlers can become picky eaters with appetite changes.

     

    Preschoolers begin to practice food preferences.

     

    Preschoolers can eat food by themselves without the help of caregivers.

    School-aged children can prepare their own lunch.

     

    School-aged children can begin to make healthy eating choices.

     

    Toddlers can suffer from tooth decay if caregivers give bottles with milk or juice at bedtime.

     

    Toddlers can start to show the effects of food allergies.

     

     

     

    Preschoolers can show issues with obesity or underweight.

     

     

    Preschoolers may suffer from nutritional deficiencies due to certain food group preferences.

     

     

    School-aged children can become obese, diabetic, or anorexic during this stage.

     

     

    School-aged children who do not eat for extended periods of time or eating excessive junk food can suffer from obesity.

    Pattern of Elimination:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

    Toddlers commence toilet training.

     

    Toddlers understand bowel and bladder movement patterns.

     

     

    Preschoolers are toilet trained and can easily control bladder and bowel movements.

     

    Preschoolers can express any elimination discomforts.

     

    School-aged children show full capability of controlling their bladder and bowel movements.

     

    School-aged children can communicate elimination issues.

    Weaning from breast feeding cause problems with constipation or elimination.

     

    Toddlers may urinate less due to bladder training

    Preschoolers experience bedwetting issues at this stage.

     

    Preschoolers may forget to wash hands after using the bathroom.

     

    School-aged children may practice poor eating habits or poor personal hygiene that can lead to painful urination or bowel movements.

     

     

    School-aged children may still experience unresolved bedwetting issues.

     

    Pattern of Activity and Exercise:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

    Toddlers are extremely active at this stage and can coordinate muscle groups better.

     

    Toddlers routines begin to include deliberate exercise.

     

    Preschoolers play with other children and are socializing more often.

     

    Preschoolers copy the patterns of activity and exercise of their caregivers.

    School-aged children understand the benefits of exercise.

     

    School-aged children engage in increased organized sports.

    Toddlers may have sharing issues when playing.

     

    Toddlers are more at risk for injury due to their increased movement in exercise and activity.

     

     

     

    Preschoolers who play alone may be more at risk of having social issues.

     

    Preschoolers who watch too much TV may decrease their future learning levels.

    School-aged children may be too inactive if they show a preference to watch television or play video games vs engaging in physical activity.

     

    School-aged children not involved in extra-curricular activities or sports and lessen chances to develop social skills.

     

    Cognitive/Perceptual Pattern:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

    Toddlers have a limited vocabulary and often use gestures in expressing themselves.

     

    Toddlers can learn objects and recognize them by name.

    Preschoolers are extremely inquisitive at this stage.

     

    Preschoolers can concoct an imaginary friend at this stage

    School-aged children can tackle challenges and problems through reasoning skills.

     

    School-aged children are beginning to understand empathy.

     

    Toddlers tend to have frequent temper tantrums at this stage use to inability to express themselves.

     

    Toddlers can be at risk for developmental problem due to environmental factors.

     

    Preschoolers are learning how to verbally communicate but may have a difficult time speaking in complete sentences.

     

    Preschoolers memory skills may not be fully developed.

     

    School-aged children may exhibit learning problems due to visual and hearing issues.

     

    School-aged children may show learning disabilities at this stage that can start impacting the child, lowering self-esteem.

    Pattern of Sleep and Rest:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

    Toddler’s average sleep is typically 12 hours a day with 1 or 2 naps

     

    Toddler’s bedtime and naptime routines are extremely important at this stage.

     

     

    Preschoolers average sleep is about 8 to 12 hours a day and they may not nap.

     

    Preschoolers routine at bedtime such as book reading may help them transition to bedtime.

    School-aged children average sleep is about 8 to 12 hours a day without naps.

     

    Most school-aged children do not have issues with sleeping.

    Toddlers who are sleep deprived can become overtired and misbehave.

     

    Toddlers usually are unaware of how exhausted which can cause behavior issues.

     

    Preschooler can wake up frequently at night due to nightmares.

     

    Preschoolers who are unable to sleep can lead to less activity during the day.

     

     

    School-aged children may suffer sleep disturbances and nightmares.

     

    School-aged children may experience sleep walking, and measures should be established to ensure safety.

    Pattern of Self-Perception and Self-Concept:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

    Toddlers by this age should be responding to their name, are able to walk and feed themselves.

     

    Toddlers learn everyday using taste, touch and smell.

     

    Preschoolers are more aware of their actions and the results of their actions.

     

    Preschoolers can express their likes and dislikes.

    School-aged children have a desire for acceptance and competitiveness.

     

    School-aged children view success to enhance self-perception.

     

    Toddlers have temper tantrums as a response to their frustrations with their families or peers.

     

    Toddlers not responding to their name may have sensory problems.

     

    Preschoolers often struggle with being independent since they realize they still must rely on their caregivers.

     

    Preschoolers are more sensitive to criticism or behaviors.

    School-aged children not encouraged with positivity will view themselves with negative thoughts.

     

    School-aged children who are not accepted by others may create issues with self-esteem and self-worth.

     

    Role-Relationship Pattern:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List 2 potential problems that a nurse may discover in an assessment of each age group.

    Toddlers are frightened by strangers and recognize family members.

     

    Toddlers will start to mimic what adults do.

     

     

    Preschoolers will show their care for loved ones and begin to understand gender differences based on the activities of their caregivers.

     

    Preschoolers use play to experiment.

    School-aged children are developing outside relationships and friendships.

     

    School-aged children will start to understand their family role and will want to have more responsibilities.

     

     

    Toddlers frustration can be identified in sibling rivalries.

     

    Toddlers can start crying when left with people they are not used to.

    Preschoolers that prefer playing by themselves should be checked for developmental issues or sensory problems.

     

    Preschoolers who experience divorce can exhibit regression or irritability at this stage.

     

    School-aged children prefer spending more time with their friends than family.

    School-aged children where discipline may be an issue, the relationship between parent and child can be strenuous.

    Sexuality – Reproductive Pattern:

     

    List two normal assessment findings that would be characteristic for each age group.

     

    List two potential problems that a nurse may discover in an assessment of each age group.

    Toddlers begin exploring their body.

     

    Toddlers during diaper changes tend to touch their genitalia.

     

    Preschoolers understand the difference between the sexes

     

    Preschoolers can exhibit a curiosity about the opposite sex.

    School-aged children are curious about sex and should be well informed.

     

    School-aged children can commence puberty, and pubic hair and breast development can occur.

     

    Toddlers that cry excessively during diaper change may have a medical issue that needs to be addressed.

     

    Toddler could be exposed to a caregiver’s unhealthy sexual values.

     

    Preschooler plays inappropriately with toys.

     

    Preschoolers exhibiting curiosity about sex and asks questions – they should be answered simply and accurately.

    School-aged children may wear inappropriate clothing attracting sexual attention.

     

    School-aged children can experience gender issues at this stage.

    Pattern of Coping and Stress Tolerance:

    List two normal assessment findings that would be characteristic for each age group.

     

    List with potential problems that a nurse may discover in an assessment of each age group.

    Toddlers may throw temper tantrums during sense of fear.

     

    Toddlers may regress at times when feeling overwhelmed.

     

     

     

    Preschoolers can now verbalize their frustrations.

     

    For preschoolers, play is essential in reducing stress.

    NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet

    School-aged children may engage in sports and activities as coping mechanism for relieving stress.

     

    For school-aged children, the family environment provides a sense of security for coping with stress.

     

    Toddlers may develop aggressive behaviors such as kicking, punching, or biting

     

    A toddler with a difficult temper can have issues with family dynamics.

     

    Preschoolers can often struggle with processing emotions and feelings.

     

    Preschoolers may have temper tantrums in dealing with their frustrations.

    For school-aged children, due to their inability to deal with stress, increase helplessness and anxiety may develop.

     

    For school-aged children in this stage, depression may occur.

     

    Pattern of Value and Beliefs:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

    Toddlers often look for positive feedback from their caregivers.

     

    Toddlers can learn right from wrong and the beginnings of a belief system from caregivers at home.

     

     

    Preschoolers attend religious establishments and learn values of their faith.

     

    Preschoolers can experience thoughts of guilt and conflict due to instilled values and beliefs.

     

     

    For school-aged children, cultural and religious values will start to influence them on an increasing basis.

     

    School-aged children can make decisions based on moral and ethical teachings.

     

     

     

    Toddlers may misbehave to get attention from caregiver.

     

    Toddler can get confused inconsistent with rules and reward systems by the caregiver.

    Preschooler’s peers can influence beliefs and values.

     

    Preschooler’s peers can negatively influence behavior and actions.

    Peers can influence school-aged children causing conflict with belief systems

     

    School-aged children can experience thoughts of guilt and conflict due to instilled values and beliefs.

     

     

    Short Answer Questions

    Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.

    As a child transitions from a toddler to school-aged child, they are presented with multiple obstacles to overcome.  Development is dependent on the child’s environment and the influence of caregivers.  Culture, religion and values have a significant impact on molding the child’s behavioral, emotional, and cognitive growth in these stages (Jarvis, 2012). NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

    When each developmental phase connects with each health assessment pattern, the differences are fairly evident.  The focus of the toddler stage is on skill development, as providing structure and daily routine are important in assisting with a sense of security while helping the child develop self-discipline, thus teaching children how to control themselves and their environments.  For the preschool-aged child, the focus is on growth in social and emotional skills, including the formation of peer relationships, the development of a sense of right and wrong, and identification of gender.  School-aged children can use the learned behaviors and values to construct their own sense of identity, acquiring a sense of self-esteem as they mature into adolescents.  An additional similarity is that children tend to aim towards autonomy and strive to verbally express themselves, and the child develops, they will understand when they engage in either acceptable or unacceptable behaviors (Jarvis, 2012).

     

    Summarize how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults. Consider spirituality and cultural differences in your answer.

     

    Due to a child’s increased activity level, short attention span, and fear of strangers, it can be difficult for a nurse to perform any form of physical assessment, examination, and education; a relaxed and informal setting in this circumstance can be ideal.  During the introductory stage of the interview with the caregiver, the nurse should also include the child in the room to give the child the opportunity to observe the interaction, so that acceptance and trust established by the caregiver can be shared. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet. Also, the nurse must consider cultural differences during the exam, and tailor education and communication accordingly, such as language differences or cultural rules.

    When performing the physical assessment, the child should sit on the laps of their caregivers, and the RN should always keep the child at eye level and praise them for their cooperation with the exam.  When communicating with the child, the nurse should explain concepts in an easy to understand fashion.  According to Jarvis (2012), sharing reading materials or media can help divert attention away from the nurse and make the exam go smoother.  With the knowledge of Erikson’s developmental stages, a nurse can be enabled to give advanced and personalized care for an assessed child. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

    References

    Jarvis, C. (2012). Physical Examination & Health Assessment. Retrieved from https://pageburstls.elsevier.com/#/books/978-1-4377-0151-7/cfi/0!/4/2/2@0:0.131. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

  • Health Information Patient Handout Essay Assignment

    Health Information Patient Handout Essay Assignment.

    One of the pivotal goals of consumer health literacy efforts is to design educational materials that 
    attract
     as well as
    educate
     users. In this Assignment, you design a health information document on a topic that is of interest to you.

    To prepare:

    Select a health issue of interest to you.

    Identify the audience or population that you seek to educate about this issue.

    Search the Internet to find credible sites containing information about your selected topic.

    Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.

    To complete:

    ORDER A PLAGIARISM-FREE PAPER HERE

    Design an educational handout on the health issue you selected.

    Include a cover page.

    Include an introduction that provides:

    An explanation of your issue and why you selected it

    A description of the audience you are addressing

    In the handout itself:

    Develop your handout in such a way that it attracts the attention of the intended audience. Health Information Patient Handout Essay Assignment.

    Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).

    Recommend four or five sites that provide clear, valuable, and reliable information on the topic. Health Information Patient Handout Essay Assignment.

    INTRODUCTION

    Type 1 diabetes is a chronic disease that is usually diagnosed in children and teenagers. Diabetes is characterized by high glucose level due to lack of insulin production or inadequate insulin secretion by the pancreas which is a hormone require to allow glucose to enter the body cells from the bloodstream. Diabetes can be managed effectively through regular monitoring of blood glucose level with the use of insulin, medications and lifestyle modifications (Lotstein et al., 2013). The purpose of this paper is to develop an educational flyer with information to assist teenagers with information on type 1 diabetes with the focus of better management of their disease.

    Explanation of the topic and why it was selected

    As noted by the Centers for Disease Control and Prevention (2015), type 1 diabetes accounts for 5% to 10% of all cases of diabetes. The risk factors include autoimmune, genetic, and environmental factors. Recent trends indicate that of the 1.2 million Americans living with type I diabetes, over 200,000 are below the age of twenty. In the period between 2001 and 2009, there has been a 21% increase of type I diabetes in young people below the age of twenty (American Diabetes Association, 2016). The topic was chosen due to the high prevalence among teenagers to help increase the level of awareness among this population, particularly by educating them on various aspects of the disease including effective management and associated risk factors.

    Description of the audience you are addressing in the handout

    The primary target for the flyer is to reach as many teenagers as possible to bring about awareness of the issues pertaining to type I diabetes. This disease requires a blend of self-care and medical care. Parents, schools, communities and healthcare professionals must work collaboratively to provide information and training to ensure that teens are better able to manage their disease which will help them to live a longer, productive and healthier lifestyle.

     

     

    Type 1 diabetes which was previously called insulin-dependent diabetes mellitus (IDDM) or juvenile-onset diabetes has become one of the most prevalent diseases, yet very few people understand the disease. According to statistics, over 40,000 people are diagnosed with diabetes on an annual basis in the United States (American Diabetes Association, 2016). It is a result of the little public knowledge concerning the disease amid its growing prevalence that inspires the need to shed light on various important issues concerning type I diabetes. Such knowledge can prove the difference between life and death, as many studies continue to assert. Health Information Patient Handout Essay Assignment.

     

    How to identify credible websites

    There are many websites that provide information to the public on disease and health issues. Some of the information on the internet may not be reliable. Therefore, it is necessary to evaluate websites by examining whether the qualified authority organizes the source, does it has a connection with any health promoting institution or is it a part of a government website. check whether the original sources from where the information was obtained are cited and if they are reliable. In addition, it is necessary to check the date when the page was last updated to evaluate whether the information provided is current and up-to-date.

     

    Sources of information

    Some of the internet sites that are particularly useful while searching for information concerning type 1diabetes includes:

    – American Diabetes Association
    www.diabetes.org/diabetes-basics/type-1/

    -Centers for Disease Control and Prevention
    www.cdc.gov/diabetes/basics/diabetes

    -Diabetes Research Institute
    www.diabetesresearch.org/what-is-type-one-diabetes

    -Mayo Clinic
    www.mayoclinic.org/diseases-conditions/type-1-

    -Healthypeople.gov
    https://www.healthypeople.gov/2020/topics-objectives/topic/diabetes

     

    Treatment and management of type 1 diabetes.

    Effective treatment and management of type I diabetes include taking insulin via injections, or insulin pumps. Monitoring of blood sugar, regular exercise activity to maintain a healthy weight, and proper nutrition that is rich with fruits, vegetables and whole grains (NHS Choices, 2016). As well as avoiding stressful lifestyles. Otherwise, if not handled properly and in a timely manner, complications may range from heart/ blood vessels diseases to neuropathy (nerve damage), nephropathy (kidney damage), eye damage, foot damage, pregnancy complications, and mouth and skin conditions, among others (American Diabetes Association, 2016). Health Information Patient Handout Essay Assignment.

    Healthy eating with daily Activity.

    References

    American Diabetes Association. (2016). Type 1 Diabetes. Retrieved November 12, 2016, from            
    http://www.diabetes.org/diabetes-basics/type-1/

    Centers for Disease Control and Prevention. (2015). Basics About Diabetes. Retrieved November 12, 2016, from
    http://www.cdc.gov/diabetes/basics/diabetes.html

    Diabetes Research Institute. (2016). What is Type 1 Diabetes? Retrieved November 12, 2016, from
    https://www.diabetesresearch.org/what-is-type-one-diabetes

    Lotstein, D. S., Seid, M., Klingensmith, G., Case, D., Lawrence, J. M., Pihoker, C., Dabelea, D., Mayer-Davis, E. J., Gilliam, L. K., Corathers, S., Imperatore, G. and Dolan, L. (2013). Transition from pediatric to adult care for youth diagnosed with type 1 diabetes in adolescence. 
    Pediatrics
    , 
    131
    (4), e1062-e1070.

    Mayo Clinic. (2016). Type 1 diabetes. Retrieved November 04, 2016, from
    http://www.mayoclinic.org/diseases-conditions/type-1-diabetes/basics/definition/con-20019573

  • NURS 6351 Advancement As a Nurse Educator Discussion Essay

    NURS 6351 Advancement As a Nurse Educator Discussion Essay.

    Respond
     to the discussion #1 below using the following approaches:

    1.    Ask a 
    probing question
    , substantiated with additional background information or research.

    2.    Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    3.    Validate an idea with your own experience and additional resources.

    ORDER A PLAGIARISM-FREE PAPER HERE

    Discussion #1

    Having chosen nursing education as my professional pathway, I hope to obtain professional achievement and contributions.  Contributions that I hope to make as a role of the nurse educator would be helping to empower and positively impact the student with whom I work.  I want to maintain a professional yet approachable attitude with my students and hope that my expertise will influence a positive social change.  Achieving professional growth can only come with time, exposure and practice. NURS 6351 Advancement As a Nurse Educator Discussion Essay. A novice educator can only observe these areas initially and hope to apply learned information in future experiences. The nursing profession will always be an area of evidence-based change in society; therefore considering opportunities to help influence build and advance ones role and aid in the development as a nurse educator is imperative.  Halstead states that “You cannot achieve excellence in teaching or practice or both without immersing yourself in scholarly evidence and using the evidence to inform actions you take as a teacher or practitioner” (p.121).  To be a scholar there are many ways to achieve this goal but utilizing research to obtain evidence-based material to help compliment educational experiences will support the intended outcome.

    As mentioned in prior discussion boards, taking the time to identify those who empower and impact novice educator is important to our long term success.  A strategy I would take would be to identify the key players who support and motivate others in similar working environments.  Once identified, I would then capitalize on their strengths, observe their weaknesses and apply the positive learned information when educating future students.

    Steps that I may take the further my career and continue to grow in the years ahead include obtaining advanced degrees including my doctorate.  Becoming a scholar and publish materials that influence the medical world and participating in the development of programs of new research is something I hope to accomplish.  In addition, building on certifications including the International Board of Lactation Consultants Examiners (IBLCE) will help support my own education and utilizing that advanced knowledge when educating future patients/students. I would hope that the presenter honoring my accomplishments in 2035 would describe me as a change agent who is positive, motivated, organized and strives to make changes in the world of nursing.  My students would describe me as approachable, professional, respectable, and a mentor for their future endeavors.  Palmer (2007) states “an educational program that emerges from a continuing collaboration of administrators, faculty, and students is much more likely to produce new professionals than ones that leave students disempowered” (p.212).  This statement impacted my reading in such that the job cannot be done by just one individual but that of a team that is cohesive in achieving a common goal.  That goal is professional, self directed, motivated engaged participants in the medical field.

    I hope my legacy in the profession of nursing reveals me as being a change agent exuding positivity and empowerment for those not only in the educational forum but in the medical arena as well.

     

    Halstead, J.A., & Frank, B. (2011). 
    Pathways to a nursing education career: Educating the next generation of nurses. 
    New York, NY: Springer Publishing Company.

    Palmer, P.J. (2007). 
    The courage to teach: Exploring the inner landscape of the teacher’s life
    . San Francisco, CA: Jossey-Bass. NURS 6351 Advancement As a Nurse Educator Discussion Essay.

     

     

    Reminders:

    1.    1 page only

    1.    Put APA format citations

    2.    At least 3 references (APA format)… Articles must be 2011 to 2016.

    Required Readings

    Halstead, J. A., & Frank, B. (2011). 
    Pathways to a nursing education career: Educating the next generation of nurses
    . New York, NY: Springer Publishing Company.

    ·         Chapter 6, “Developing Your Identity as a Scholar” (pp. 121–142)

    ·         Chapter 7, “Determining Your Service Commitment” (pp. 143–159)

    ·         Chapter 8, “Planning Your Career Trajectory” (pp. 161–181)

     

    In Chapters 6 and 7, the authors examine two essential focus areas that round out a nurse educator’s teaching responsibilities: scholarship and service. In Chapter 8, they present suggestions for developing professional pathways and documenting accomplishments.

    Palmer, P. J. (2007). 
    The courage to teach: Exploring the inner landscape of a teacher’s life
    . San Francisco, CA: Jossey-Bass.

    ·         Chapter VII, “Divided No More: Teaching from a Heart of Hope” (pp. 169–190)

    ·         Afterword, “The New Professional: Education for Transformation” (pp. 191–214)

     

    In Chapter VII, Palmer addresses the opportunities and challenges of reforming education. In the Afterword, she examines how professionals can be prepared to enact change.

    Banfield, V., Fagan, B., & Janes, C. (2012). Charting a new course in knowledge: Creating life-long critical care thinkers. 
    Dynamics, 23
    (1), 24–28.

    Retrieved from the Walden Library databases.

     

    The authors examine the use of team-based learning to promote critical thinking.

    Lee, D., Paulus, T., Loboda, I., Phipps, G., Wyatt, T. H., Myers, C. R., & Mixer, S. J. (2010). A faculty development program for nurse educators learning to teach online. 
    Linking Research & Practice to Improve Learning, 54
    (6), 20–28.

    Retrieved from the Walden Library databases.

     

    This article examines a faculty development program designed to prepare nurse educators for online teaching. The authors describe the conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation.

    McNeal, G. J. (2012). The nursing faculty shortage. 
    The ABNF Journal, 23
    (2), 23.

    Retrieved from the Walden Library databases. NURS 6351 Advancement As a Nurse Educator Discussion Essay.

     

    This article addresses how poor compensation, an aging faculty workforce, faculty workload, lack of diversity, and inadequate preparation contribute to a shortage of nursing educators.

    Russell, B. C. (2010). Stress in senior faculty careers. 
    New Directions for Higher Education
    , 151.

    Retrieved from the Walden Library databases.

     

    The author examines career satisfaction among senior faculty members. As you read this article, consider how and why this information is applicable to novice nurse educators.

    Thoun, D. (2009). Toward an appreciation of nursing scholarship: Recognizing our traditions, contributions, and presence. 
    Journal of Nursing Education, 48
    (10), 552–55

    Retrieved from the Walden Library databases. NURS 6351 Advancement As a Nurse Educator Discussion Essay.

     

    The author examines scholarship in nursing educators’ work.

     

    Cash, P. A., Doyle, R. M., von Tettenborn, L., Daines, D., & Faria, V. (2011). Working with nurse educators’ collective wisdom: Implications for recruitment and retention. 
    Nursing Economics, 29
    (5), 257–264. Retrieved from http://nursing.uw.edu/sites/default/files/files/U3-Article-Working_with_Nurse_Educators_Collective_Wisdom-Implications_for_Recruitment_and_Retention.pdf

     

    The authors examine experiences in and characteristics of work environments that contribute to nurse educator recruitment and retention.

     

     

    Monster. (2013). 
    Sample résumés for nurses
    . Retrieved from http://career-advice.monster.com/resumes-cover-letters/resume-samples/nurse-sample-resumes/article.aspx

     

    Monster.com provides information related to the job search process. You may wish to view the résumé samples as you develop your résumé.

     

     

    Anthony, J. (2013). 
    10 tips for writing a professional résumé
    . Retrieved from http://www.haceonline.org/resources/10-tips-writing-professional-résumé

     

    Building an effective résumé is key to securing a desired position. This article presents tips for résumé writing.

     

     

    Rockport Institute. (2012). 
    How to write a masterpiece of a résumé—Part 1
    . Retrieved from http://www.rockportinstitute.com/resumes

     

    This resource provides foundational information for developing your résumé.

     

    Required Media

    Laureate Education (Producer). (2013a). 
    Achieving professional growth
    [Video file]. Retrieved from MyMedia Player. (NURS 6351) NURS 6351 Advancement As a Nurse Educator Discussion Essay.

     

    Note: 
    The approximate length of this media piece is 17 minutes.

     

    In this media presentation, Dr. Dorothy Powell and Beth Phillips reflect on their journeys as nurse educators. They share strategies for advancing in the nursing profession as well as lessons learned and advice for future nursing leaders.

     

    Palmer, P. J. (2007). 
    The courage to teach: Exploring the inner landscape of a teacher’s life
    . San Francisco, CA: Jossey-Bass.

    Chapter VI, “Learning in Community: The Conversation of Colleagues” (pp. 145–167)

    In this chapter, Palmer explores the value of learning with and from others, by watching others teach and by talking with one another about teaching.

    Faiman, B. (2011). Overview and experience of a nursing e-mentorship program. 
    Clinical Journal of Oncology Nursing, 15
    (4), 418–423.

    Retrieved from the Walden Library databases. NURS 6351 Advancement As a Nurse Educator Discussion Essay.

     

    The author examines the use of technology for nursing mentorship, and concludes that attention to learning styles and levels of education should be given in such programs.

    Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the intergenerational context. 
    International Journal of Nursing Education Scholarship, 9
    (1), 1–23.

    Retrieved from the Walden Library databases.

     

    This article presents a study of how generational differences can lead to diverging expectations and affect student-preceptor interactions. NURS 6351 Advancement As a Nurse Educator Discussion Essay.

    Girot, E., & Rickaby, C. (2009). Evaluating the role of mentor for advanced practitioners: An example from community matrons in England. 
    Learning in Health & Social Care, 8
    (1), 1–12.

    Retrieved from the Walden Library databases.

     

    In this article, the authors examine a study conducted on a mentorship program. They address how differing expectations and types of support influenced outcomes.

    Happell, B. (2009). A model of preceptorship in nursing: Reflecting the complex functions of the role. 
    Nursing Education Perspectives, 30
    (6), 372–376.

    Retrieved from the Walden Library databases.

     

    In this article, the author proposes a model of preceptorship to maximize learning and satisfaction.

    Luhanga, F. L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. 
    International Journal of Nursing Education Scholarship, 7
    (1), 1–15.

    Retrieved from the Walden Library databases. NURS 6351 Advancement As a Nurse Educator Discussion Essay.

     

    The authors review the literature related to preceptorship in nursing. They note that with the current workforce shortage, it may be difficult to create one-to-one relationships; therefore, these types of relationships must be thoughtfully configured to facilitate learning.

    Royds, K. (2010). Using reflective practice to learn from good and bad experiences. 
    Learning Disability Practice, 13
    (5), 20–23.

    Retrieved from the Walden Library databases.

     

    The author engages in reflection to examine her interactions with mentors in practice settings and assess the professional redirection and growth that resulted from her experiences.

    Schaubhut, R., & Gentry, J. (2010). Nursing preceptor workshops: Partnership and collaboration between academia and practice. 
    Journal of Continuing Education in Nursing, 41
    (4), 155–162.

    Retrieved from the Walden Library databases.

     

    This article integrates adult learning theory and Benner’s novice-to-expert model with a study of preceptorship.

    Willemsen-McBride, T. (2010). Preceptorship planning is essential to perioperative nursing retention: Matching teaching and learning styles.
    Canadian Operating Room Nursing Journal, 28
    (1), 8–8, 10–11, 16.

    Retrieved from the Walden Library databases.

     

    This article emphasizes the value of matching teaching and learning styles in preceptor relationships to promote job satisfaction.

    Wilson, A. H., Sanner, S., & McAllister, L. E. (2010). An evaluation study of a mentoring program to increase the diversity of the nursing workforce.
    Journal of Cultural Diversity, 17
    (4), 144–150.

    Retrieved from the Walden Library databases. NURS 6351 Advancement As a Nurse Educator Discussion Essay.

     

    The authors examine the experiences of faculty and students in a formal mentorship program.

    Required Media

    Laureate Education (Producer). (2013g). 
    The mentoring relationship
     [Video file]. Retrieved from MyMedia Player. (NURS 6351)

     

    Note:
     The approximate length of this media piece is 15 minutes.

     

    In this media presentation, Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship. NURS 6351 Advancement As a Nurse Educator Discussion Essay.

  • PCN-531 Week 4 Family History Project

    PCN-531 Week 4 Family History Project

    Refer to the Personal Family History Project Instructions and complete Part 2.

    ORDER A PLAGIARISM-FREE PAPER HERE

    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 Turnitin. Please refer to the directions in the Student Success Center. PCN-531 Week 4 Family History Project.