Tag: Clinical-Nursing

  • NURS 6003 Week 1 Discussion

    NURS 6003 Week 1 Discussion Introduction

    I graduated from nursing school in 2013 intending to become an FNP eventually. With obstacles life can throw at you, I did not start college as soon as I wanted to, and I indeed did not become a nurse at the age I had envisioned while in high school. However, my initial goal of becoming an RN was accomplished, and just when I thought I could never complete my BSN, I did just that through Walden in 2018 with Cum Laude recognition. The main thing that I feel gives me the determination to set goals and achieve them is my family. I have three children I am a role model for, and they give me my motivation and drive. With all of this in mind, I am thrilled to be posting this discussion for everyone to read in this class today.

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    Walden’s Mission and Relation to My Goals

    During my initial research of colleges, I looked at a few and almost went with a different choice than Walden. There was something different about the people I was in contact with during the beginning phase, and the more I learned, the more I realized they would make it possible for me to work full time, complete school and have time for my family. NURS 6003 Week 1 Discussion. Not only was the time required substantially more flexible, but it also cost less per credit hour as well. Walden’s mission statement relates to my professional and academic goals because it is allowing me to further my education and have a positive impact on not only my community but the families and patients I have contact with. Advancing my nursing education allows me to be a better patient advocate and improve outcomes by the continuity of care I provide. The outcomes and perspectives relate to my personal goals because as a graduate nurse, I will be able to apply all of the knowledge and growth I gain to continue learning and impact social change NURS 6003 Week 1 Discussion.

    School of Nursing Mission

    The School of Nursing (SON) mission statement mentions realizing your potential so you can make a difference in the nursing field. For me, this has always been something I use to remind myself that not just anyone can become a nurse. It takes hard work, dedication, and compassion to do what we do, and that’s something we should always take pride in. Now to be on the path that is going to ensure we are all scholarly practitioners is nothing short of Walden’s mission. I feel the resources and ease of access we receive from Walden go above and beyond in helping us all to achieve our professional goals. NURS 6003 Week 1 Discussion.

     

    References

    Walden University. (n.d.a) Vision, mission and goals. Retrieved May 29, 2019,

    from 
    https://catalog.waldenu.edu/content.php?catoid=57&navoid=7946

    Walden University. (n.d.b). Master of Science in Nursing Catalog. Retrieved May 29, 2019 from

    https://catalog.waldenu.edu/preview_program.php?catoid=57&poid=10692&returnto=8051

    Walden University. (2019). School of Nursing. Retrieved May 29, 2019, from

    https://www.waldenu.edu/about/colleges-schools/college-of-health-sciences/school-of-nursing
    .

    NURS 6003 Week 1 Discussion

  • Academic and Professional Success Plan Template

    Academic and Professional Success Plan Template

    NURS 6003:
    Transition to Graduate Study for Nursing

     

     

    Academic and Professional Success Plan Template

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    Prepared by:

     

    This document is to be used for
    NURS 6003 Transition to Graduate Study for Nursing
    to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.

    For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.

     

    Week 1 | Part 1: My Academic and Professional Network

     

    I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future. Academic and Professional Success Plan Template.

     

    Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.

     

     

    NETWORK MEMBER 1

     

    Name:

     

     

    Title: FNP-C

     

     

    Organization: Nor Lea General Hospital

     

     

    Academic or Professional: Professional

     

     

    Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

    Candida was not only my guidance counselor during the nursing program I received my Associates through, she was also one of the first FNP’s I worked for shortly after graduating when she completed her degree. She has been there for me through all of the ups and downs I have experienced in my nursing career and knows how to motivate me to do my very best. Academic and Professional Success Plan Template.

     

     

    Notes:

     

     

     

     

    NETWORK MEMBER 2

     

    Name:

     

     

    Title:

     

     

    Organization:

     

     

    Academic or Professional: Academic

     

     

    Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Academic and Professional Success Plan Template.

    Amanda has been nothing short of amazing with staying in touch with me and addressing any questions or issues I have had. She is supportive and has made my enrollment smooth. I feel like she will be here for me for any needs I may have.

     

    Notes:

     

     

     

    NETWORK MEMBER 3

     

    Name:

     

     

    Title:

     

     

    Organization:          

     

     

    Academic or Professional: Academic

     

     

    Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

    Claudia has remained a constant contact for me as I have prepared myself for the MSN program. She is available for me to reach out to, and have provided me helpful information so far to help make this experience easier.

     

    Notes:

     

     

    NETWORK MEMBER 4

     

    Name:

     

     

    Title: FNP-C

     

     

    Organization: Nor Lea General Hospital

     

     

    Academic or Professional: Professional

     

     

    Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

    Kelli was my cardiac teacher in nursing school and has since became an FNP. She has no problem telling it like it is, and holding me responsible for completing goals I have set for myself. Academic and Professional Success Plan Template.

     

    Notes:

     

     

     

    ADDITIONAL NETWORK MEMBERS

     

     

    Week 2 | Part 2: Academic Resources and Strategies

     

    I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.

     

     

    Academic Resource/Strategy
    1

     

    Academic Tutor- While this is an internet program, I intend to take advantage of Walden University’s excellent internet instructional tutoring facilities. My strategy will be to reach out to a tutor as soon as possible whenever I have any class issues, of course this will vary from class to class. I have no issues with feeling comfortable asking for advice on how to answer questions if I have trouble finding information I need. I prefer face-to-face interaction, but I will do what I need to on my part to complete my goals. Academic and Professional Success Plan Template

     

     

    Academic Resource/Strategy
    2

     

    Local Library – my strategy for using the local library will not only be an outstanding source for me, but will also give me access to newspapers, books and academic content that will assist me in finishing my graduate studies. My strategy will be to continue to work full time during the day and stop by the library around 3pm to look for any study resources or materials I will need for the week ahead. Once I pick out what I need, I will then study them in a secluded, quiet area in my home and utilize them to complete my assignments successfully.

     

     

     

     

     

     

     

    Academic Resource/Strategy
    3

     

    Internet/World Wide Web– The internet is one of the single most significant discoveries known to man. It is at our fingertips 24/7 and plays a vital role in our online learning. I plan on utilizing this academic resource to gain access to information from scholarly articles and journals through Google Scholar, and also use it help me understand APA format as well as Grammarly to assist with grammar. This will allow me to learn in and beyond the information and resources in the online classroom Academic and Professional Success Plan Template.

     

     

    Professional Resource/Strategy
    1

     

    The International Council of Nurses (ICN) – I intend to engage actively in the International Nurses Council because it has values that I live by. Academic and Professional Success Plan Template. Cultural values, customs, religious beliefs, for instance. The ICN is a coalition of more than 130 organizations of national nurses representing the millions of nurses worldwide (CGFNS, 2019).Since it is recognized on a national level, it would offer significant information depending on the information needed.

     

     

    Professional Resource/Strategy
    2

     

    American Nurses Association (ANA) – These plans would require attending brief online classes and seminars to enhance my clinical and study skills continuity. Joining the ANA when I first became a nurse was one of the best choices I have made. This is a resource I will continue to use throughout my nursing career. My strategy will be to utilize the ANA for information that is credible and will benefit me in completing my MSN through Walden.

     

     

    Professional Resource/Strategy
    3

     

    Nicole Russell, MD- My best friend graduated from Walden a few years ago with her MD in psychology. I intend on reaching out to her for any additional information needed while completing assignments or discussions. She is one of the most knowledgeable people I know and is a mentor to many. Academic and Professional Success Plan Template.

     

     

    RESOURCES

    ANA Enterprise. (n.d.). Resources to succeed. Retrieved January 13, 2019, from

    https://www.nursingworld.org/resources/.

    International Council of Nurses address key issues for nursing at 69th World Health

    Assembly: 
    Retrieved from
    :

    http://www.cgfns.org/licensure/new-mexico/

    Laureate Education (Producer). (2012e).  
    Tips for effective online composition and

     

    communication 
    [Video File].  Baltimore, MD:  Author

     

     

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

     

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

     

    Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between
    Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).

     

     

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

     

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

     

    Explanation for the relationship between academic integrity and writing

    Explanation for the relationship between professional practices and scholarly ethics

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

    Use Grammarly and SafeAssign to improve the product.

    Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity

     

    PART 2: Strategies for Maintaining Integrity of Work

     

    Expand on your thoughts from Part 1 by:

     

    Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional. Academic and Professional Success Plan Template.

     

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    Week 4 | Part 4:
    Research Analysis

     

    I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article.  The results of these efforts are shared below.

     

    Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.

     
    Step 1: Research Analysis

    Complete the table below

    Topic of Interest:

     

    Research Article:

    Include full citation in APA format, as well as link or search details (such as DOI)

    Professional Practice Use:

    One or more professional practice uses of the theories/concepts presented in the article

    Academic and Professional Success Plan Template

    Research Analysis Matrix

    Add more rows if necessary

    Strengths of the Research

    Limitations of the Research

    Relevancy to Topic of Interest

    Notes

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Step 2: Summary of Analysis

    Craft a summary (2-3 paragraph) below that includes the following:

    Describe your approach to identifying and analyzing peer-reviewed research

    Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research

    Identify at least one resource you intend to use in the future to find peer-reviewed research

    Academic and Professional Success Plan Template

     

    Week 5 | Part 5:
    Professional Development

     

    I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.

     

    The results of my efforts are below.

     

    Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by completing a statement identifying your professional development goals space identified. Complete Step 3 by writing a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

     

     

     

     

    Step 1: Curriculum Vitae (CV)

    Use the space below to write your CV based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below. Academic and Professional Success Plan Template.

    NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs.

    Step 2: Professional Development Goals

    Use the space below to write a statement identifying your professional development goals.

     

     

     

     

     

     

     

     

    Step 3: Alignment with Social Change

    Use the space below to write a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

     

     

    Week 6 | Part 6:
    Finalizing the Plan

     

    I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty Academic and Professional Success Plan Template.  I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.

     

    The results of my efforts are below.

     

    Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

     

    Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum Academic and Professional Success Plan Template.

     

    Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

     

     

    Step 1: Comparison of Nursing Specialties

    Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

     

     

    Step 2: Justification of Nursing Specialty

    Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

     

     

     

     

     

     

     

     

    Step 3: Professional Organizations

    Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization. Academic and Professional Success Plan Template

    Academic and Professional Success Plan Template

  • MN566 Unit 2 Discussion Essay

    MN566 Unit 2 Discussion Essay

    What does it means to document accurately and appropriately?

    According to (Mathioudakis, Rousalova, Gagnat, Saad, & Hardavella, 2016), high quality clinical notes detail the medical history of the patient.  The quality of our record keeping is a reflection of the standard of care we give to our patients. Well documented, and precise patient records is the emblem of a caring and conscientious nurse, but below par documentation can lead to uncertainties about the nurse’s ability. The nursing documentation is where what nursing care the patient gets and the patient’s reaction, in addition to any further outcomes or issues that may influence the patient’s wellbeing.  Document the rationale for your diagnosis and treatment.

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    What are the documenting guidelines? When is it appropriate to use abbreviations?

    Using SOAP format.  Accurate records will contain observations of clinical outcomes.  Every single submission into the medical record should be signed, timed (24 h clock), dated and legible.  The Joint Commission offers direction to practitioners on safe medication practices through its “Do Not Use” list of abbreviations.  To avoid misinterpretations and possible danger to the patient’s wellbeing, MOI.4 calls for all hospitals to have in place a record for accepted as well as, do-not-use abbreviations and check for proper abbreviation use (JCI, 2018). MN566 Unit 2 Discussion Essay

    What is the difference between subjective and objective data?

    (Lew & Ghassemzadeh, 2019) noted that subjective information is what the patient tells the provider such as the history, from chief complaint through the review of systems. Objective data all physical exam findings that the provider discovers through exam. Symptoms are the patient’s subjective depiction and ought to be documented under the subjective heading, while a sign is an objective finding related to the related symptom stated by the patient. MN566 Unit 2 Discussion Essay.

    What does it mean to demonstrate clinical reasoning skills?

    Clinical reasoning skills will help the provider make a pertinent and proper conclusion intended at prevention, diagnosis, and treatment of a patient’s problem. Clinical reasoning involves the ability to critically think.  Clinical reasoning, also known as clinical judgment, is the process by which clinicians collect signs, process information, understand the patient’s medical situation or problem, plan and implement appropriate medical interventions, evaluate outcomes, and learn from this entire process (Benner, Hughes, & Sutphen, 2008).

    How can you use clinical reasoning to plan the organization of a comprehensive exam?

    Intuition, cognitive Skills and Critical Thinking Skills.  Being able to think critically and using the clinical reasoning processes that uses hypothesizing, hypothesis testing, re-analysis and differential diagnosis. Collaboration with the patient a significant part of the clinical reasoning practice in producing positive outcomes (Atkinson & Nixon-Cave, 2011). MN566 Unit 2 Discussion Essay

    How will you document variations of normal and abnormal assessment findings?

    You will document both normal and abnormal values as well as if the abnormal value has been chronic.  Develop action plan/management plan once the problem has been identified for the abnormal values. Document referrals whenever appropriate and necessary.  Responsiveness to decision making and follow through is also imperative (Dunphy, Windland-Brown, Porter, & Thomas, 2015).

    What factors influence appropriate tools and tests necessary for a comprehensive assessment?

    Diagnostic hypothesis can use screening methods such as diagnostic test to confirm or rule out a condition (Dunphy, Windland-Brown, Porter, & Thomas, 2015).  A comprehensive health assessment contains an examination of social and behavioral influences, epidemiology, health risks and data from the patients and/or families/caregivers. I will look closely at relating data such as age, gender, and health insurance, and examine the problem list, the medication list, and facts such as the records of allergies. The chart frequently offers important information about past diagnoses and treatments. MN566 Unit 2 Discussion Essay.

    Reflect on personal strengths, limitations, beliefs, prejudices, and values.

    My growth in the profession of nursing has been a process that has been enriched through the experience, education and my training that I have had. Knowledge gained from advanced practice courses will also help me to possess a grounded understanding of normal physiologic and pathologic mechanisms of disease that serve as one primary component of the foundation for clinical assessment, decision making and management and will provide me with a deeper understanding of fundamental theories and concepts in pharmacology that are directly applicable to advanced practice nursing.

    How will these impact your ability to collect a comprehensive health history?

    Courses in clinical practice will provide me as an advanced practice nurse with the tools to perform a comprehensive health assessment on clients across the lifespan.   I will build my knowledge of anatomy, physiology, pathophysiology and health assessment skills previously attained in my undergraduate nurse education and recent graduate courses. These diagnostic reasoning skills are needed for clinical reasoning in the advanced practice role as I will be able to identify effective and ethical interviewing techniques, document the findings of a comprehensive health assessment and physical examination of my client and integrate those assessment findings into recommendations for health improvement.

    How can you develop strong communication skills?

    Active listening skills are important but sometimes overlooked, as they can become less sharp over time. I fosters a work environment that consists of open communication, trust, leadership, professional development, and excellence in customer service, shared decision-making, whenever possible, and role clarification. As a leader I must also support the processes that facilitate effective collaboration.

    What interviewing techniques will you use to interview the patient to elicit subjective health information about their health history?

    Before I begin talking with the patient, I will clarify goals for the interview.   I will balance provider-centered goals with patient-centered goals. MN566 Unit 2 Discussion Essay. I will use sound critical thinking and clinical decision making to develop a comprehensive data base, including complete functional assessment, health history, physical examination, and appropriate diagnostic testing that will allow me to develop an effective and appropriate plan of care for the client which takes into consideration life circumstance and cultural, ethnic, and developmental variations.

    What relevant follow-up questions will you use to evaluate patient condition?

    According to (Dunphy, Windland-Brown, Porter, & Thomas, 2015), AHRQ inititaves promote effective guidelines to investigate outcomes and evaluating response to care.  The follow-up evaluation is a crucial step in the care process. The follow-up evaluation reinforces your commitment to your patient, supports the therapeutic relationship, and validates your willingness to work with your patient to attain the preferred objectives of treatment.

    How will you demonstrate empathy for patient perspectives, feelings, and sociocultural background?

    I know that by just listening I can help the person identify and express their feelings and cope with the situation. I learned that motivational interviewing is a powerful strategy to apply in my practice.  To help cultivate empathy, begin with self-examination. Self-awareness includes knowing one’s personal biases, values, desires and concerns which may affect our interactions with others. As a nurse I must be sincere and really care about what happens to others. This is the root of my role as patient advocate. Also cultural competency and safety is an area that must be focused on to help build and establish the patient relationship (Hamric, Hanson, Tracy, & O’Grady, 2014). My personal belief system has always been to be compassionate and caring. In the nursing profession you need to have a vast amount of compassion and caring for your patients and their families. You are not only caring for the patient’s physical health, but also their emotional needs.  I believe a collaborative partnerships allows the provider to distinguish what is truly important to the patient’s health.  As an Advanced Practice Nurse I must understand the patients’ and families’ fears and their coping skills, I need to understand their intention and respond to challenging situations without losing my connection with them.

    What opportunities will you take to educate the patient?

    Any and every opportunity available about health promotion, new medication, new or current disease processes, disease management. MN566 Unit 2 Discussion Essay.

     

    References:

    Atkinson, H. L., & Nixon-Cave, K. (2011). A Tool for Clinical Reasoning and Reflection Using the International Classification of Functioning, Disability and Health (ICF) Framework and Patient Management Model.
    Physical Therapy
    , 416–430.

    Benner, P., Hughes, R. G., & Sutphen, M. (2008). Chapter 6 Clinical Reasoning, Decisionmaking, and Action: Thinking Critically and Clinically. In P. Benner, R. G. Hughes, & M. Sutphen,
    Patient Safety and Quality: An Evidence-Based Handbook for Nurses
    (p. Chapter 6). Rockville: Agency for Healthcare Research and Quality.

    Dunphy, L., Windland-Brown, J., Porter, B., & Thomas, D. (2015).
    Primary Care: The Art and Science of Advanced Practice Nursing (4th ed.).
    Philadelphia, PA: F.A. Davis Company.

    Hamric, A., Hanson, C., Tracy, M. F., & O’Grady, E. (2014).
    Advanced practice nursing. An integrative approach (5th ed.).
    St. Louis, MO.: Elsevier Saunders. MN566 Unit 2 Discussion Essay.

    JCI. (2018, March 30).
    Use of Codes, Symbols, and Abbreviations.
    Retrieved from Joint Commission Internation: https://www.jointcommissioninternational.org/use-of-codes-symbols-and-abbreviations/

    Lew, V., & Ghassemzadeh, S. (2019). SOAP Notes.
    StatPearls
    , 13-15.

    Mathioudakis, A., Rousalova, I., Gagnat, A. A., Saad, N., & Hardavella, G. (2016). How to keep good clinical records.
    Breathe
    , 369–373. MN566 Unit 2 Discussion Essay.

    Patricia, done

    In healthcare, it is important to adopt and initiate new practice, ideas, and research into our daily process.  APRN’s exert considerable time and energy on a daily basis disbursing interventions to improve well-being and in the long run, the patient’s experience. Management of any medical problem is a multifaceted process, which is greatly aided with a healthcare partnership. Preventative care is significant to all health care (Merzel & D’Afflitti, 2003). The Nurse Practice Act (NPC) holds each individual nurse accountable for the quality of nursing care provided and sets forth minimum standards of practice to which nurses are expected to apply and include into their daily practice (National Council of State Boards of Nursing, 2018). MN566 Unit 2 Discussion Essay.

    References:

    Merzel, C., & D’Afflitti, J. (2003). Reconsidering Community-Based Health Promotion: Promise, Performance, and Potential. American Journal of Public Health, 93(4): 557–574.

    National Council of State Boards of Nursing. (2018, April 12).
    Nurse Practice Act, Rules & Regulations
    . Retrieved from National Council of State Boards of Nursing: https://www.ncsbn.org/nurse-practice-act.htm

     

    Annette, Done

    I enjoyed reading your post! Nilsen, (2015) stated that strong, open communication across teams strengthens the chance of firmly embedding change by supporting the development of therapeutic relationships and removing barriers. Good communication is a prominent piece of every phase of the change development and almost all researchers cite it as fundamental to effective implementation. MN566 Unit 2 Discussion Essay Clinicians dedicate a great deal of time to determining diagnoses for illness or abnormalities that their patients are suffering from.

    References:

    Nilsen, P. (2015). Making sense of implementation theories, models and frameworks.
    Implementation Science Journal
    , 53-57.

     

    The nurse practice act is a guideline that governs nurses through their scope of practice, education standards, licensure requirements, and varies from state to state (Nursing: Scope and Standards of Practice / Edition 2, 2010).  Discovering methods to handle ethical conflicts is perilous not only to the distraught clinicians but also to organizations struggling to progress outcomes, as moral distress can poorly affect patient care.   Support the nursing code of ethics.  Westrick (2013) stated the ANA Code of Ethics gives the framework for practice MN566 Unit 2 Discussion Essay.

    References:

    Nursing: Scope and Standards of Practice / Edition 2.
    (2010). Nursesbooks.org.

    Westrick, S. J. (2013 ).
    Essentials Of Nursing Law And Ethics.
    Burlington, MA: Jones & Bartlett. MN566 Unit 2 Discussion Essay.

  • NURS 6003: TRANSITION TO GRADUATE STUDY FOR NURSING

    NURS 6003: TRANSITION TO GRADUATE STUDY FOR NURSING

    Assignment: Academic Success and Professional Development Plan

    Part 1: Developing an Academic and Professional Network

    When was the last time you read Meditation XVII of John Donne’s Devotions Upon Emergent Occasions?

    Unless you are a student of seventeeth-century poetry, you may not be all that familiar with this piece. However, you may be much more familiar with one of its well-known phrases: “No man is an island…”.

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    As you begin your journey toward achieving your academic and professional goals, you have a great opportunity to network with academics and professionals who can help ensure you do not travel alone. This network can help to clarify your own vision for success and can help guide you now and in the future. To paraphrase Donne, no one is an island.

    Begin creating an academic and professional network by identifying which academic and professional connections and resources with which you need to collaborate to succeed in your MSN program and as a practicing nurse. NURS 6003: TRANSITION TO GRADUATE STUDY FOR NURSING.

    To Prepare:

    Consider individuals, departments, teams, and/or resources within Walden University and within your profession that you believe can support your academic and professional success.

    Identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program and as a practicing nurse.

    Download the
    Academic Success and Professional Development Plan Template
    .

    The Assignment:

    Academic and Professional Network

    Complete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:

    Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse.

    Explain why you selected these individuals and/or teams and how they will support your success in the MSN program and as a practicing nurse.

    By Day 4 of Week 1 NURS 6003: TRANSITION TO GRADUATE STUDY FOR NURSING

    Submit a draft of Part 1 of your Academic Success and Professional Development Plan Template to the Discussion board.

    Make any revisions to your draft of Part 1 of your Academic Success and Professional Development Plan Template based on the feedback you receive in the Discussion.

    NURS 6003 Week 1 Discussion

    NURS
    6003 Week 2 Discussion

    By Day 7 of Week 1

    Submit Part 1 of your
    Academic Success and Professional Development Plan Template
    .

    Submission and Grading Information

    To submit your completed Assignment for review and grading, do the following:

    Please save your
    Assignment
    using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.

    Click the Week 1 Assignment Rubric to review the Grading Criteria for the Assignment.

    Click the Week 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.

    Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open.

    If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. NURS 6003:
    TRANSITION TO GRADUATE STUDY FOR NURSING

  • Primary Care Vs Acute Care Nurse Practitioner Essay

    Primary Care Vs Acute Care Nurse Practitioner Essay

    Discuss the differences between a Primary Care Nurse Practitioner and an Acute Care Nurse Practitioner and their scope of practice. Why is this important to know as you move from being a nurse into your new role as an NP? Please include sources and references to support your discussion.

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    (Haut & Madden, 2015)

    Gardenier, Knestrick, & Edwards-Tuttle (2017) mention that the nurse practitioner (NP’s) scope of practice is a result of their educational preparation, the endorsement of their education by means of the accomplishment of board certification, and licensure that grants the legal authority to practice. Primary Care Vs Acute Care Nurse Practitioner Essay. AANP.org (2019), suggest that the major difference between the two advanced practice registered nurses (APRN’s) is the particular areas of practice for which the individual has received education and gained experience, and in which he or she has demonstrated competency.

    As APRNs, both types of NPs must graduate from a demanding, graduate-level nurse practitioner program before practicing.  Respectively, each nurse practitioner is acknowledged as an expert in their corresponding specialty and works in partnership to provide evidence based care and to enhance patient outcomes (NONPF, 2012). Primary Care Vs Acute Care Nurse Practitioner Essay.

    The Acute Care Nurse Practitioners (ACNP) are educated, certified, and licensed to provide restorative care in emergent and non-emergent situations.  These patients are frequently suffering from a sporadic exacerbation of a chronic disease or a complex critical illness, they can be unstable or can result from an acute traumatic event (Hoyt & Proehl, 2015). Primary Care Vs Acute Care Nurse Practitioner Essay.

    The Family Nurse Practitioner (FNP) is also one who is educated, certified and licensed to provide care for chronic illnesses, ensuring that patients receive adequate preventative care, health screenings, routine check-ups, order diagnostic tests when needed, promote healthy lifestyles, guide patients in efforts of disease prevention and generally has consistent care defined by a long-term relationship with the patient (Judge-Ellis & Wilson, 2017).

    It is important for NP’s and APRN’s to know and adhere to the scope of practice because this is the rules, the regulations, and the boundaries within which a fully qualified practitioner with substantial and appropriate training, knowledge, and experience may practice.

    References:

    AANP.org. (2019, April 19).
    Nurse Practitioners in Primary Care
    . Retrieved from American Association of Nurse Practitioners (AANP): https://www.aanp.org/advocacy/advocacy-resource/position-statements/nurse-practitioners-in-primary-care

    Gardenier, D., Knestrick, J., & Edwards-Tuttle, C. (2017). Should Primary Care Nurse Practitioners be Permitted to Work in Acute Care Settings?
    The Journal for Nurse Practitioners
    , 326–327.

    Hoyt, K. S., & Proehl, J. A. (2015). Family Nurse Practitioner or Acute Care Nurse Practitioner in the Emergency Department?
    Advanced Emergency Nursing Journal
    , 243–246. Primary Care Vs Acute Care Nurse Practitioner Essay.

    Judge-Ellis, T., & Wilson, T. R. (2017). Time and NP Practice: Naming, Claiming, and Explaining the Role of Nurse Practitioners.
    The Journal for Nurse Practitioners
    , 583–589.

    NONPF. (2012, June).
    Statement on Acute Care and Primary Care Certified Nurse Practitioners Practice .
    Retrieved from NATIONAL ORGANIZATION OF NURSE PRACTITIONER FACULTIES : https://www.pncb.org/sites/default/files/2017-02/NONPF_AC_PC_Statement.pdf Primary Care Vs Acute Care Nurse Practitioner Essay

    Fabiola, done

    The National Organization of Nurse Practitioner Faculties (NONPF) is the only association explicitly dedicated to upholding superiority nurse practitioner (NP) education at the national and international levels (NONPF, 2012).  I believe nurses should attain advanced levels of education and training through an enriched education structure that stimulates seamless academic development. Since licensing and practice guidelines fluctuate across states, the code of practice regarding scope of practice have variable effects. The tasks nurse practitioners are permitted to execute are determined not by their education and training but by the distinctive state laws under which they work (Haut & Madden, 2015).

    References:

    Haut, C., & Madden, M. (2015). Hiring Appropriate Providers for Different Populations: Acute Care Nurse Practitioners.
    Critical Care Nurse
    , 12-18.

    NONPF. (2012, June).
    Statement on Acute Care and Primary Care Certified Nurse Practitioners Practice .
    Retrieved from NATIONAL ORGANIZATION OF NURSE PRACTITIONER FACULTIES :
    https://www.pncb.org/sites/default/files/2017-02/NONPF_AC_PC_Statement.pdf

    Mary

    Lidia, done

    Haut & Madden (2015) state that it is crucial that specific job descriptions undoubtedly outline the role of the nurse practitioner pursued by an institute. The employer must classify the population of patients that will be cared for by the nurse practitioner. The job narrative must reveal the practice environment and should spell out the professional and organizational goals for the proposed role, as well as direct patient care, research, staff education, inter-professional collaboration, and administrative responsibilities.  Keough, Stevenson, Martinovich, Young, & Tanabe (2011), noted that nurse practitioners prepared as primary care providers have competencies dissimilar from those equipped for acute care roles. These distinctive educational differences govern an NP’s scope of practice.  Credentialing or obtaining privileges is the process of establishing the qualifications of an individual to work in a specific environment. Primary Care Vs Acute Care Nurse Practitioner Essay.

    References:

    Haut, C., & Madden, M. (2015). Hiring Appropriate Providers for Different Populations: Acute Care Nurse Practitioners.
    Critical Care Nurse
    , 12-18.

    Keough, V., Stevenson, A., Martinovich, Z., Young, R., & Tanabe, P. (2011). Nurse practitioner certification and practice settings: Implications for education and practice.
    Journal of Nursing Scholarship
    , 195–202.

    AANP.org. (2019, April 19).
    Nurse Practitioners in Primary Care
    . Retrieved from American Association of Nurse Practitioners (AANP): https://www.aanp.org/advocacy/advocacy-resource/position-statements/nurse-practitioners-in-primary-care

    Gardenier, D., Knestrick, J., & Edwards-Tuttle, C. (2017). Should Primary Care Nurse Practitioners be Permitted to Work in Acute Care Settings?
    The Journal for Nurse Practitioners
    , 326–327.

    Haut, C., & Madden, M. (2015). Hiring Appropriate Providers for Different Populations: Acute Care Nurse Practitioners.
    Critical Care Nurse
    , 12-18. Primary Care Vs Acute Care Nurse Practitioner Essay.

    Hoyt, K. S., & Proehl, J. A. (2015). Family Nurse Practitioner or Acute Care Nurse Practitioner in the Emergency Department?
    Advanced Emergency Nursing Journal
    , 243–246.

    Judge-Ellis, T., & Wilson, T. R. (2017). Time and NP Practice: Naming, Claiming, and Explaining the Role of Nurse Practitioners.
    The Journal for Nurse Practitioners
    , 583–589.

    NONPF. (2012, June).
    Statement on Acute Care and Primary Care Certified Nurse Practitioners Practice .
    Retrieved from NATIONAL ORGANIZATION OF NURSE PRACTITIONER FACULTIES : https://www.pncb.org/sites/default/files/2017-02/NONPF_AC_PC_Statement.pdf

    Primary Care Vs Acute Care Nurse Practitioner Essay
     

     

    Introduction

    N, Done

    Hello and welcome to the class.  What a journey to the master’s degree.  Like yourself, I have climbed my way from beginning as a phlebotomist to medical assistant to LPN then to RN to BSN now finally FNP, next will be my DNP and I will officially be done with college. What an experience.  I look forward to interacting with you this 10 weeks in our class.  Best of luck! Mary

     

    J, Done

    Welcome to class. It is nice to see a fellow class member from Indiana.  I am from southern Indiana.  One of my clinical rotation is with a doctor that practices women’s health, family practice, and Aesthetics, I will not be allowed any involvement with the aesthetics portion, but it will still be interesting.  Nice to read your post and I look forward to interacting with you this rotation. Primary Care Vs Acute Care Nurse Practitioner Essay

    M

     

    M, done

    Welcome! I share you interest in the ICU.  I worked in the ICU/CCU/CVCCU for 8 years. I loved the excitement and being a part of a well refined team.  I agree with you, a supportive network of family, friends and even your work family is imperative to successfully transitioning and conquering going back and completing school.   Best of luck in your journey and I look forward to sharing ideas throughout this class.

    Primary Care Vs Acute Care Nurse Practitioner Essay

  • Worldview and Nursing Process Personal Statement

    Worldview and Nursing Process Personal Statement

    Being able to articulate your personal worldview can help you formulate a personal philosophy of practice and enhance your influence on patients and the industry. In this assignment, you will have an opportunity to reflect on your current and future practice, and the ways worldview and nursing theory influence that practice.

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    Draft a 1,000-1,250 word paper in which you:

    Describe your personal worldview, including the religious, spiritual, and cultural elements that you think most influence your personal philosophy of practice and attitude towards patient care.

    Choose a specific nursing theory that is most in line with your personal philosophy of practice and approach to patient care and discuss the similarities. Explain how the nursing theory reinforces your approach to care.

    Include in your explanation a specific example of a past or current practice and how your worldview and the nursing theory could assist you in resolving this issue. Worldview and Nursing Process Personal Statement.

    Finally, explain how your worldview and the nursing theory will assist you in further developing your future practice.

    You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

    Prepare this assignment according to the guidelines found in the APA Style Guide.

    RUBRIC

    Course Code

    Class Code

    Assignment Title

    Total Points

    Worldview and Nursing Process Personal Statement

    220.0

    Criteria

    Percentage

    Unsatisfactory (0.00%)

    Less than Satisfactory (80.00%)

    Satisfactory (88.00%)

    Good (92.00%)

    Excellent (100.00%)

    Content

    70.0%

    Worldview and Nursing Process Personal Statement

    Personal Worldview, Including the Religious, Spiritual, and Cultural Elements That Most Influence Personal Philosophy of Practice and Attitude Towards Patient Care

    20.0%

    A discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is not included.

    A discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is present, but it lacks detail or is incomplete.

    A discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is present.

    A discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is clearly provided and well developed.

    A comprehensive discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is thoroughly developed with supporting details.

    Specific Nursing Theory in Line With the Personal Philosophy of Practice and Approach to Patient Care, Including Similarities and How the Nursing Theory Reinforces the Approach to Care

    15.0%

    A discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is not included.

    A discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is present, but it lacks detail or is incomplete.

    A discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is present.

    A discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is clearly provided and well developed.

    A comprehensive discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is thoroughly developed with supporting details.

    Specific Example of a Past or Current Practice Problem and How Worldview and the Nursing Theory Could Assist in Resolving This Issue

    15.0%

    A discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is not included.

    A discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is present, but it lacks detail or is incomplete.

    A discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is present.

    A discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is clearly provided and well developed.

    A comprehensive discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is thoroughly developed with supporting details.

    How Worldview and the Nursing Theory Will Assist in Further Developing Future Practice

    15.0%

    A discussion of how worldview and the nursing theory will assist in further developing future practice is not included. Worldview and Nursing Process Personal Statement

    A discussion of how worldview and the nursing theory will assist in further developing future practice is present, but it lacks detail or is incomplete.

    A discussion of how worldview and the nursing theory will assist in further developing future practice is present.

    A discussion of how worldview and the nursing theory will assist in further developing future practice is clearly provided and well developed.

    A comprehensive discussion of how worldview and the nursing theory will assist in further developing future practice is thoroughly developed with supporting details.

    Required Sources

    5.0%

    Sources are not included.

    Number of required sources is only partially met.

    Number of required sources is met, but sources are outdated or inappropriate.

    Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

    Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

    Organization and Effectiveness

    20.0%

    Thesis Development and Purpose

    7.0%

    Paper lacks any discernible overall purpose or organizing claim.

    Thesis is insufficiently developed or vague. Purpose is not clear.

    Thesis is apparent and appropriate to purpose.

    Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

    Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

    Argument Logic and Construction

    8.0%

    Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

    Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

    Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

    Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

    Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

    Mechanics of Writing (includes spelling, punctuation, grammar, language use) Worldview and Nursing Process Personal Statement

    5.0%

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

    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.

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

    Format

    10.0%

    Paper Format (Use of appropriate style for the major and assignment)

    5.0%

    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.

    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%

    Worldview and Nursing Process Personal Statement

  • Translating Evidence into Clinical Practice – MN 566 Essay

    Translating Evidence into Clinical Practice – MN 566 Essay

    Infection Control Evidence-Based Practice

    Medicine demands the highest standards of care and safest practice. It deals with human life and guarding it is the pillar of the entirety of its practice. EBP is defines as the approach and the blueprint of the research practice that is used to transition data from results of a research or investigation into safe practice and application of care protocols. DiCenso et al ., (2017) explains that EBP is the a mirror of the safe and high standards performance of patient care derived from research that is used to meet patient’s needs. There are several EBP methods used widely in nowadays medicine practice such as infection control, use of O2 in COPD patients, weight management in CHF patients…etc. For the purpose of this paper the subjectivity of it will be toward infection control and importance of EBP in raising it in such standards and why it should be used in or practice. Translating Evidence into Clinical Practice – MN 566 Essay.

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    Leads to highest quality care and patient outcomes

    Infection prevention in any healthcare facility is a safety process that is never overlooked by the organization itself. Not only does an infection acquired in hospital cost the institution enormous amount in healthcare, but it places the lives of the patient at risk. When considering providing care to patients and no exposure or contraction of infection was carried on during the service, the outcome should look into safe practice and proper utilization of the standards that assure prevention of infection and controlling it. Translating Evidence into Clinical Practice – MN 566 Essay Loveday et al., (2014) explains that use of PPE, hand washing hygiene and use of proper barrier precautions represent high quality of care and positive outcomes for patients that are fragile and in a weak status at the time of the care provided. There are two components of quality of care: accessibility and efficiency of it. If the care accessed was not efficient in getting patient better and instead added another infection to their condition, it failed to provide quality care. (Donabedian,1988). Preventing transmission of infection to patient does exactly that, maintains the standards of care and assures quality in delivering it. So another way of thinking of the infection control EBP is that is used as measuring tool as well, of how the institution provides and guarantees safe and effective care. Translating Evidence into Clinical Practice – MN 566 Essay.

                                           Reduces health care costs

    Trybou et al ,. (2016) states that: “Hospital Acquired Infections (HAIs) are considered to be one of the most serious patient safety issues in healthcare today. It has been shown that HAIs contribute significantly not only to morbidity and mortality, but also to excessive costs for the health care system and for hospitalized patients. Since possibilities of prevention and control exist, hospital quality can be improved while simultaneously the cost of care is reduced”. HAIs are used as a tool to measure the quality of health services an institution provides and the Center for Medicare Services (CMS) tracks and registers these. Based on their record the CMS determines their compensation or penalization of the place. Schmier (2016) Explains that: “HAI avoidance through use of health care antiseptics has a demonstrable and substantial impact on health care expenditures; the costs here are exclusive of administrative penalties or long-term outcomes for patients and caregivers such as lost productivity or indirect costs.”. If the spread of infection is controlled, the cost for its recovery is less and the sources of healthcare payment are not used up for it. This leads to reduces cost of care overall.

    Reduces geographic variations in the delivery of care

    Being used as a state-wide international standard, infection prevention is seeing as a practice of safe healthcare anywhere in the world. If all the places adopt efficient and qualitative EBP that aim to prevent infection spread, the geographic diversity of care provided will be eliminated and the delivery of care will be unanimous and safe anywhere. In a study conducted in Scutari, turkey, a decrease from 43% to 2% was noticed in a hospital where safe infection prevention practices were utilized. (Loveday, 2014).

    Increases healthcare provider empowerment and role satisfaction

    Other benefit of the infection prevention as part of the EBP strategy and practice is that it allows for an increased empowerment and satisfaction for the healthcare providers. With providers being the front line of delivery of care, being able to prevent the infection means that their year of hard work, expertise and extensive knowledge are functioning the expected way and quality care is being offered due to their performance, dedication and safe practice. This way the professionals take responsibility and charge in leading the projects that pioneer infection prevention, which then leads to quality care, customer satisfaction and reduced healthcare cost as well. Translating Evidence into Clinical Practice – MN 566 Essay.

    Reduces healthcare provider turnover rate

    When infections are prevented and the tam of the providers is the one directing the safety practice, the workload for the staff is reduced as well. Loveday et al., (2014) explained that when the workload is decreased the staff, nurses and other providers have better outcomes in their performance due their balanced work-life schedule. Translating Evidence into Clinical Practice – MN 566 Essay. They don’t have to work extra due to complications from the infections, therefore, prevention is the best strategy in assuring low staff turnover and pleasant work environment with assured longevity in the positions occupied.

    Increases reimbursement from 3rd party payers

    CMS has enabled the requirements that any infection acquired while in the hospital, will not be covered by Medicare. The hospital will have to pay for the infection treatment itself. There has been a reported increase of hospital bills from 28 billion to 45 billion that is accrued due to hospital acquired infections. (Loveday & colleges,2014). Like Medicare, the majority of other private insurances, follow the same principles when it comes to compensating for HAIs. So controlled HAI rates, lead to an increase of reimbursement from the third-party payors compare to the decreased amount of payment they provide for the hospital when a HAI is contracted. Translating Evidence into Clinical Practice – MN 566 Essay.

    Reduces complications and payment denials

    The Deficit Reduction Act of 2005, specified, that not only will Medicare not pay for any infection acquired while inpatient, but there cannot be even a billing send to the with claims of compensation for the treatment of the patient that encountered a HAI.(Melnyk, Gallagher-Ford, Long, & Fineout-Overholt,2014).The reasoning behind that is that I the patient did not present with these symptoms initially, he/she got the infection while there and the hospital failed to provide safe and quality care by preventing infection and not doing what they are supposed to do Translating Evidence into Clinical Practice – MN 566 Essay.

    Meets the expectation of an informed public

    Lastly, infection prevention based on EBP is a routine that can set an example for the public as to how to adopt safe and quality healthcare and prevent the spread of infection sin the community. EBP that streamlines all the quality measures, including infection prevention, can be found in abundance in media. That helps the community to be informed, compare data among institutions or providers, spread the knowledge and sensitize each other about precautionary steps.

     

     

     

     

     

    References

    DiCenso, A., Guyatt, G., & Ciliska, D. (2014). 
    Evidence-Based Nursing-E-Book: A Guide to Clinical Practice
    . Elsevier Health Sciences.

    Donabedian, A. (1988). The quality of care: how can it be assessed?.
    Jama
    ,
    260
    (12), 1743-1748.

    Last Name, F. M. (Year). Article Title.
    Journal Title
    , Pages From – To. Translating Evidence into Clinical Practice – MN 566 Essay.

    Last Name, F. M. (Year).
    Book Title.
    City Name: Publisher Name.

    Loveday, H. P., Wilson, J., Pratt, R. J., Golsorkhi, M., Tingle, A., Bak, A., … & Wilcox, M. (2014). epic3: national evidence-based guidelines for preventing healthcare-associated infections in NHS hospitals in England. 
    The Journal of Hospital Infection
    , 
    86
    , S1-S70. doi: 10.1016/S0195-6701(13)60012-2.

    Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The establishment of evidence‐based practice competencies for practicing registered nurses and advanced practice nurses in real‐world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. 
    Worldviews on Evidence‐Based Nursing
    , 
    11
    (1), 5-15.

    Schmier, J. K., Hulme-Lowe, C. K., Semenova, S., Klenk, J. A., DeLeo, P. C., Sedlak, R., & Carlson, P. A. (2016). Estimated hospital costs associated with preventable health care-associated infections if health care antiseptic products were unavailable.
    ClinicoEconomics and outcomes research : CEOR
    ,
    8
    , 197-205. doi:10.2147/CEOR.S102505 Translating Evidence into Clinical Practice – MN 566 Essay

    Trybou, J., Spaepen, E., Vermeulen, B., Porrez, L., & Annemans, L. (2013). Hospital-acquired infections in Belgian acute-care hospitals: financial burden of disease and potential cost savings.
    Acta Clinica Belgica
    ,
    68
    (3), 199-205.

  • health information technology essay assignments

    Health information technology essay assignments

    HI501: Health Informatics

    Health informatics deals with the resources, devices, and methods required to optimize the acquisition, storage, retrieval, and use of information in health and biomedicine. This course introduces the history and development of health informatics. It focuses on such issues as the structure, function, and transfer of information, sociotechnical aspects of health computing, and human-computer interaction. Students will also explore medical decision making, natural language processing, and knowledge discovery in the clinical setting.

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    Quarter Credit Hours: 4 | Prerequisite: None

    HI510: Health Information Systems

    This course is concerned with such issues as information systems analysis, design, implementation, and management. You will explore health IT standards, health information exchanges, and systems thinking and theory as well as the use of artificial intelligence in health information systems. This course also covers the evaluation of processes and systems that ensure compliance with regulatory, governmental, legal, accreditation, and certification requirements for health information technologies.

    Quarter Credit Hours: 4 | Prerequisite: None

    HI530: Clinical Terminologies and Medical Vocabularies

    This course focuses on the use of health care terminologies, vocabularies, and classification systems. Students will identify their appropriate uses and sources, and apply them within health information systems to promote effective communications and data integrity. health information technology essay assignments.

    Quarter Credit Hours: 4 | Prerequisite: None

    HI540: Project Management of Health Information Systems

    This course explores the technical aspects of health information systems management including issues of systems design and development as well as system support and maintenance. Students will analyze and describe necessary steps in the cycle such as identifying and selecting appropriate systems technology and data standards, creating requirements, evaluating security, and accommodating human factors in design and use. Other topics include terminology, functions, and standards as well as the basics of information architecture and systems infrastructure.

    Quarter Credit Hours: 4 | Prerequisite: None

    HI550: Organizational Development and Management for Health Information

    This course explores organizational behavior, theory, and development as they apply to health information management. Topics include, but are not limited to, performance management plans, strategic forecasting, and public policy. health information technology essay assignments.

    Quarter Credit Hours: 4 | Prerequisite: None

    HI560: Health Care Data Analytics

    This course provides foundational skills and knowledge in health care data analytics that will equip you to contribute more effectively to local data analytics and performance improvement efforts.

    Quarter Credit Hours: 4 | Prerequisite: None

    HI570: Legal and Ethical Issues in Health Information

    This course covers data security, privacy, and confidentiality of heath information as it relates to information technology and management. Topics include risk management, information security, and data validity and integrity. Students will also examine disaster recovery plans for data and service delivery.

    Quarter Credit Hours: 4 | Prerequisite: None

    HI580: Information Systems and Technology Management

    This course is concerned with such issues as computer networks, database and systems administration, security, and programming. Topics include virtual network applications and storage, system integration tools, principles of data representation, and systems testing and evaluation health information technology essay assignments.

    Quarter Credit Hours: 4 | Prerequisite: None

    HI595: Master’s Capstone in Health Informatics

    The capstone course is the culminating experience for the Master of Health Informatics. This course builds on the concepts of all the courses students have taken within the program of study. The capstone course provides students with the opportunity to integrate and synthesize the knowledge and skills acquired through their coursework in an original comprehensive project, and to assess their level of mastery of the stated outcomes of their degree program in health informatics.

    Quarter Credit Hours: 4 | Prerequisite: Last term

    HI599: Master’s Capstone in Health Information Management

    The capstone course is the culminating experience for the Master of Health Information Management. This course builds on the concepts of all the courses students have taken within the program of study. The capstone course provides students with the opportunity to integrate and synthesize the knowledge and skills acquired through their coursework in an original comprehensive project, and to assess their level of mastery of the stated outcomes of their degree program in health information management health information technology essay assignments.

    Quarter Credit Hours: 4 | Prerequisite: Last term

  • MN568-Quiz 4

    MN568-Quiz 4 Random Section 1

     

    Question 1

    2 / 2 points

    Which of the following is associated with celiac disease (celiac sprue)?

    Question options:

    a)

    Malabsorption

    b)

    Constipation

    c)

    Rectal bleeding

    d)

    Esophageal ulceration

    Question 2

    2 / 2 points

    The nurse practitioner (NP) suspects a patient has a peptic ulcer. Which of the following items on the history would lead the NP to this conclusion?

    MN568-Quiz 4Question options:

    a)

    Use of NSAIDs

    b)

    Cigarette smoker

    c)

    Ethanol consumption

    d)

    All of the above

    Question 3

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    2 / 2 points

    Which of the following dietary instructions should be given to a patient with GERD?

    Question options:

    a)

    Eliminate coffee.

    b)

    Drink peppermint tea to relieve stomach distress.

    c)

    Recline and rest after meals.

    d)

    Limit the amount of antacids.

    Question 4

    2 / 2 points

    Which high-density lipoprotein (HDL) level is considered cardioprotective?

    Question options:

    a)

    Greater than 30

    b)

    Greater than 40

    c)

    Greater than 50

    d)

    Greater than 60

    Question 5

    2 / 2 points

    A patient is seen with complaints of diarrhea. Which of the following should be included in the patient’s differential diagnosis?

    Question options:

    a)

    Gastroenteritis

    b)

    Inflammatory bowel disease

    c)

    Lactase deficiency

    d)

    All of the above

    Question 6

    2 / 2 points

    There are four stages of heart failure, classified as A to D, that describe the evolution and progression of disease. In which stage are patients hospitalized or treated with specialized interventions or hospice care for refractory symptoms of heart failure despite medical therapy?

    Question options:

    a)

    Stage A

    b)

    Stage B

    c)

    Stage C

    d)

    Stage D

    Question 7

    2 / 2 points

    A 28-year-old patient is seen in the clinic with colicky abdominal pain particular with meals. She has frequent constipation, flatulence, and abdominal distension. Which of the data make a diagnosis of diverticulitis unlikely?

    Question options:

    a)

    Her age

    b)

    Frequent constipation

    c)

    Flatulence

    d)

    Colicky abdominal pain

    Question 8

    0 / 2 points

    Which ECG change is typical of cardiac ischemia?

    Question options:

    a)

    T-wave inversion

    b)

    ST-segment elevation

    c)

    Significant Q wave

    d)

    U-wave

    Question 9

    2 / 2 points

    What percentage of patients with angina pectoris will have simultaneous dyspnea, caused by transient increase in pulmonary venous pressures that accompany ventricular stiffening during an episode of myocardial ischemia?

    Question options:

    a)

    About 20%

    b)

    About 30%

    c)

    About 50%

    d)

    Almost all

    Question 10

    0 / 2 points

    A patient is diagnosed with GERD, and his endoscopic report reveals the presence of Barrett’s epithelium. Which of the following should the PCP include in the explanation of the pathology report?

    Question options:

    a)

    This is a premalignant tissue.

    b)

    This tissue is resistant to gastric acid.

    c)

    This tissue supports healing of the esophagus.

    d)

    All of the above

    Question 11

    0 / 2 points

    A blood pressure (BP) of 150/90 is considered:

    Question options:

    a)

    Stage 2 hypertension

    b)

    Hypertensive

    c)

    Normal in healthy older adults

    d)

    Acceptable if the patient has DM

    Question 12

    0 / 2 points

    A 21-year-old student presents with complaints of fatigue, headache, anorexia, and a runny nose, all of which began about 2 weeks ago. She started taking vitamins and over-the-counter cold preparations but feels worse. The smell of food makes her nauseated. Her boyfriend had mononucleosis about a month ago, and she wonders if she might have it also. Examination reveals cervical adenopathy and an enlarged liver and spleen. Which of the following labs would be most helpful in the differential diagnosis at this point?

    Question options:

    a)

    Stool culture

    b)

    Liver enzymes

    c)

    Antihepatitis D virus

    d)

    Thyroid-stimulating hormone test

    Question 13

    0 / 2 points

    A 29-year-old Englishman is seen in the office with complaints of pain in his chest and belly. He has been suffering the pain for 2 weeks and gets temporary relief from Alka-Seltzer®. The burning pain wakes him at night and radiates up to his chest. Which factor favors a diagnosis of gastric ulcer?

    Question options:

    a)

    His gender

    b)

    His age

    c)

    His use of Alka-Seltzer

    d)

    His ethnic origin

    Question 14

    2 / 2 points

    In the CHADS2 Index for the stroke risk score for AF, the ‘A’ stands for:

    Question options:

    a)

    Anticoagulation

    b)

    Autoimmune disease

    c)

    Age

    d)

    Antihypertension

    Question 15

    2 / 2 points

    Which test has long been considered the gold standard for a diagnosis of venous thromboembolism?

    Question options:

    a)

    Ultrasound

    b)

    Magnetic resonance imaging (MRI)

    c)

    Ascending venogram

    d)

    D-dimer

    Question 16

    2 / 2 points

    Statins are approved for which age group?

    Question options:

    a)

    Children over the age of 2

    b)

    Children over the age of 6

    c)

    Children over the age of 10

    d)

    Only adolescents and adults

    Question 17

    0 / 2 points

    George, age 64, has cardiovascular disease (CVD), a total cholesterol of 280 mg/dL, and a systolic BP of 158. He is being treated for hypertension. You are doing a Framingham Risk Assessment on him. Which assessment factor would give him the highest number of points on the scale?

    Question options:

    a)

    His age

    b)

    His cholesterol level

    c)

    His systolic BP

    d)

    The fact that he is on antihypertensive medication

    Question 18

    2 / 2 points

    The American College of Cardiology/American Heart Association states which of the following regarding the use of non-statin lipid-lowering agents?

    Question options:

    a)

    Nicotinic acid derivatives are effective for lowering LDL and triglycerides (TGs).

    b)

    Bile acid sequestrates increase HDL.

    c)

    Cholesterol absorption inhibitors decrease LDL.

    d)

    There is no sufficient evidence to use non-statin lipid-drugs.

    Question 19

    2 / 2 points

    A 35-year-old female patient is seen in the clinic complaining of abdominal pain. Which of the following should be included in the history and physical examination?

    Question options:

    a)

    Digital rectal exam

    b)

    Pelvic exam

    c)

    Sexual history

    d)

    All of the above

    Question 20

    2 / 2 points

    When teaching post MI patients about their NTG tablets, the clinician should stress that the tablets should remain in the light-resistant bottle in which they are packaged and should not be put in another pill box or remain in areas that are or could become warm and humid. Once opened, the bottle must be dated and discarded after how many months?

    Question options:

    a)

    1 month

    b)

    3 months

    c)

    6 months

    d)

    As long as the tablets are kept in this special bottle, they will last forever.

    Question 21

    2 / 2 points

    A patient is diagnosed with giardia after a backpacking trip in the mountains. Which of the following would be an appropriate treatment?

    Question options:

    a)

    Vancomycin

    b)

    Penicillin

    c)

    Metronidazole

    d)

    Bactrim

    Question 22

    2 / 2 points

    Which of the following is abundant in the heart and rapidly rises in the bloodstream in the presence of heart failure, making it a good diagnostic test?

    Question options:

    a)

    B-type natriuretic peptide

    b)

    C-reactive protein

    c)

    Serum albumin

    d)

    Erythrocyte sedimentation rate

    Question 23

    0 / 2 points

    In which type of arterioventricular (AV) block does the pulse rate (PR) interval lengthen until a beat is dropped?

    Question options:

    a)

    First-degree AV block

    b)

    Second-degree Mobitz I AV block

    c)

    Second-degree Mobitz II AV block

    d)

    Third-degree AV block

    Question 24

    2 / 2 points

    Nitroglycerine (NTG) is given for a patient having ischemic chest pain. One tablet or one spray should be used under the tongue every 5 minutes for three doses. What should be done if the pain has not been relieved after three doses?

    Question options:

    a)

    911 should be called, and the patient should be transported immediately to the emergency department.

    b)

    One more dose of NTG may be tried.

    c)

    The person should be given two aspirin to chew.

    d)

    A portable defibrillator should be located to ascertain the cardiac rhythm.

    Question 25

    0 / 2 points

    For the best therapeutic effect after a myocardial infarction (MI), thrombolytics should be administered within the first 3 hours (ideally 30 minutes) of symptom onset. Studies have shown, however, that thrombolytic therapy can be of benefit up to how many hours after the initial presentation of MI symptoms?

    Question options:

    a)

    6 hours

    b)

    8 hours

    c)

    10 hours

    d)

    12 hours

    Question 26

    2 / 2 points

    A 25-year-old accountant is seen in the clinic complaining of crampy abdominal pain after meals. She is often constipated and takes laxatives, which are followed by a couple of days of diarrhea. She temporarily feels better after a bowel movement. She states she is embarrassed by flatulence and has abdominal distension. She has had no weight loss or blood in her stool. This problem has gone on for about 6 months. What should the next step be?

    Question options:

    a)

    Obtain a complete history.

    b)

    Order a barium enema.

    c)

    Schedule a Bernstein’s test.

    d)

    Prescribe a trial of antispasmodics.

    Question 27

    MN568-Quiz 4

    0 / 2 points

    A patient is seen in the office with complaints of six to seven liquid bowel movements per day. Which of the following assessment findings would lead the NP to a diagnosis of inflammatory bowel disease?

    Question options:

    a)

    Intermittent constipation with periods of diarrhea

    b)

    Wakens at night with diarrhea

    c)

    History of international travel

    d)

    All of the above

    Question 28

    2 / 2 points

    Which type of angina do you suspect in Harvey, who complains of chest pain that occurs during sleep and most often in the early morning hours?

    Question options:

    a)

    Stable angina

    b)

    Unstable angina

    c)

    Variant (Prinzmetal’s angina)

    d)

    Probably not angina but hiatal hernia

    Question 29

    0 / 2 points

    A 22-year-old is seen complaining of vague belly pain. This type of pain is seen at what point in appendicitis?

    MN568-Quiz 4 Question options:

    a)

    Very early

    b)

    3 to 4 hours after perforation

    c)

    Late in inflammation

    d)

    Appendicitis never presents with vague pain.

    Question 30

    0 / 2 points

    Which group would most benefit from statins?

    Question options:

    a)

    Those with a low density lipoprotein-cholesterol greater than 100 mg/dL

    b)

    Individuals with clinical arteriosclerotic cardiovascular disease

    c)

    Individuals with a 10-year risk greater than 10%

    d)

    Individuals of all ages with diabetes mellitus (DM)

    Question 31

    0 / 2 points

    A 46-year-old female patient is seen in the clinic with abdominal pain. Which of the following tests is essential for this patient?

    Question options:

    a)

    CBC with differential

    b)

    Urine human chorionic gonadotropin

    c)

    Barium enema

    d)

    Computed tomography of the abdomen

    Question 32

    2 / 2 points

    The patient with GERD should be instructed to eliminate which of these activities?

    Question options:

    a)

    Swimming

    b)

    Weight lifting

    c)

    Golfing

    d)

    Walking

    Question 33

    2 / 2 points

    A patient comes to the office complaining of constipation. The patient lists all of the following medications. Which drug could be responsible for the constipation?

    Question options:

    a)

    Multivitamin

    b)

    Magnesium hydroxide

    c)

    Pepto-Bismol®

    d)

    Ibuprofen

    Question 34

    0 / 2 points

    Mr. J. K., 38 years old, is 5 feet 8 inches tall and weighs 189 pounds. He reports that he has had intermittent heartburn for several months and takes Tums® with temporary relief. MN568-Quiz 4. He has been waking during the night with a burning sensation in his chest. Which additional information would lead you to believe that gastroesophageal reflux disease (GERD) is the cause of his pain?

    Question options:

    a)

    The pain seems better when he smokes to relieve his nerves.

    b)

    Coffee and fried foods don’t bother him,

    c)

    He wakes at night coughing with a bad taste in his mouth.

    d)

    All of the above

    Question 35

    0 / 2 points

    If chest pain can be alleviated with time, analgesics, and heat applications, what might the differential diagnosis be?

    Question options:

    a)

    Peptic ulcer

    b)

    Hiatal hernia

    c)

    Costochondritis

    d)

    Pericarditis

    Question 36

    2 / 2 points

    A 45-year-old patient presents with a chief complaint of generalized abdominal pain. Her physical examination is remarkable for left lower quadrant tenderness. At this time, which of the following should be considered in the differential diagnosis?

    Question options:

    a)

    Endometriosis

    b)

    Colon cancer

    c)

    Diverticulitis

    d)

    All of the above

    Question 37

    MN568-Quiz 4

    2 / 2 points

    A patient is seen with dark-colored urine, and the urine dipstick reveals a high level of bilirubin. Which of the following could be a cause of this problem?

    Question options:

    a)

    Increased breakdown of red blood cells

    b)

    Inadequate hepatocyte function

    c)

    Biliary obstruction

    d)

    All of the above

    Question 38

    0 / 2 points

    A 28-year-old patient is seen with complaints of diarrhea. Which of the following responses to the history questions would help the primary care physician (PCP) establish the diagnosis of irritable bowel syndrome?

    Question options:

    a)

    Feels relief after a bowel movement

    b)

    Sometimes is constipated

    c)

    Does not defecate in the middle of the night

    d)

    All of the above

    Question 39

    0 / 2 points

    On further questioning, the 21-year-old patient with complaints of fatigue, headache, anorexia, and a runny nose explains that she is sexually active only with her boyfriend, does not use injectable drugs, and works as an aide in a day-care center. Which of the following tests would be most helpful in confirming your diagnosis?

    Question options:

    a)

    Hepatitis A virus (HAV) IgM

    b)

    HAV IgG

    c)

    Anti-HAcAg

    d)

    Anti-HAsAg

    Question 40

    0 / 2 points

    A patient has acute pancreatitis with seven of the diagnostic criteria from Ranson’s criteria. In order to plan care, the NP must understand that this criteria score has which of the following meanings?

    Question options:

    a)

    A high mortality rate

    b)

    An increased chance of recurrence

    c)

    A 7% chance of the disease becoming chronic

    d)

    All of the above

    Question 41

    2 / 2 points

    Sandra has palpitations that occur with muscle twitching, paresthesia, and fatigue. What specific diagnostic test might help determine the cause? MN568-Quiz 4.

    Question options:

    a)

    Serum calcium

    b)

    Electrocardiogram (ECG)

    c)

    Thyroid-stimulating hormone test

    d)

    Complete blood cell count

    Question 42

    2 / 2 points

    What value on the ankle-brachial index diagnoses peripheral artery disease?

    Question options:

    a)

    Less than 0.25

    b)

    Less than 0.50

    c)

    Less than 0.90

    d)

    Greater than 1

    Question 43

    2 / 2 points

    Which heart sound may be heard with poorly controlled hypertension, angina, and ischemic heart disease?

    Question options:

    a)

    A physiologic split S2

    b)

    A fixed split S2

    c)

    S3

    d)

    S4

    Question 44

    2 / 2 points

    You are assessing Sigred for metabolic syndrome. Which of her parameters is indicative of this syndrome?

    Question options:

    a)

    Her waist is 36 inches.

    b)

    Her triglyceride level is 140 mg/dL.

    c)

    Her BP is 128/84.

    d)

    Her fasting blood sugar (BS) is 108 mg/dL.

    Question 45

    0 / 2 points

    Which of the following statements about dabigatran is true?

    Question options:

    a)

    It is difficult to keep the patient in therapeutic range.

    b)

    Anticoagulation cannot be immediately reversed.

    c)

    It allows for the use of tPA if the patient has a stroke despite anticoagulation.

    d)

    None of the statements are true.

    Question 46

    2 / 2 points

    Samuel is going to the dentist for some work and must take endocarditis prophylaxis because of his history of:

    MN568-Quiz 4 Question options:

    a)

    Severe asthma

    b)

    A common valvular lesion

    c)

    Severe hypertension

    d)

    A prosthetic heart valve

    Question 47

    2 / 2 points

    You just started Martha on HTN therapy. The Eighth Joint National Committee recommends that if her goal BP is not reached in what length of time, you should increase the initial drug or add a second drug to it?

    Question options:

    a)

    1 month

    b)

    3 months

    c)

    6 months

    d)

    1 year

    Question 48

    2 / 2 points

    Which of the following is most effective in diagnosing appendicitis?

    Question options:

    a)

    History and physical

    b)

    Sedimentation rate

    c)

    Kidney, ureter, and bladder x-ray

    d)

    Complete blood count (CBC) with differentials

    Question 49

    0 / 2 points

    Which pain characteristic is usually indicative of cardiac pathology?

    Question options:

    a)

    Fleeting

    b)

    Moving

    c)

    Diffuse

    d)

    Localized

    Question 50

    0 / 2 points

    Jamie, age 55, has just started on a statin after having his liver function tests (LFTs) come back normal. He now asks you how often he has to have the LFTs repeated. What do you tell him?

    Question options:

    a)

    Initially in 6 weeks

    b)

    Every 3 months

    c)

    Every 6 months

    d)

    It’s no longer necessary for his statin regimen.

    MN568-Quiz 4

  • Doctoral-Level Nursing Essays

    Doctoral-Level Nursing Essays

    DN703: Scientific Foundations for Practice Doctorate

    In this course, you will examine the evolution of nursing science and the emergence of the DNP degree based on the utilization of evidence to influence the health of populations. You will be introduced to advanced levels of systems thinking with a focus on designing programs to improve patient, population, and health system outcomes based on levels of evidence available. You will appraise new practice approaches based on theories from nursing and other disciplines. During this course, you will analyze a health care problem or relevant clinical inquiry for the DNP project and identify the population focus for the DNP project. This course requires 50 supervised practice hours, which may be applied to the doctoral project. Doctoral-Level Nursing Essays.

    ORDER A PLAGIARISM-FREE PAPER HERE

    Quarter Credit Hours: 5 | Prerequisite: None

    DN713: Epidemiology and Social Determinants of Population Health

    This course focuses on comprehending, synthesizing, and applying emerging scientific knowledge specific to clinical prevention and population health. You will synthesize trends among epidemiologic, biostatistical, and environmental data to derive solutions to tenacious or new health care problems based on existing health data sets and the scientific literature. Doctoral-Level Nursing Essays. Social determinants of health in the processes of conducting risk assessment, intervention development and implementation, health care delivery planning, and evaluation will be considered. Models of clinical prevention and population health care delivery will be evaluated. This course requires 20 supervised practice hours focused on population health.

    Quarter Credit Hours: 5 | Prerequisite: None | Corequisite: 
    DN703

    DN723: DNP Project – Analytic Methods and Project Proposal

    You will analyze methods and tools for critical appraisal and application of empirical, reflective, and practice-based information to improve the quality of care and outcomes for specific populations. You will analyze and appraise an identified issue within the population, such as outcomes of practice, practice patterns, policies, or organizational systems of care. The application of evidence-based practice is emphasized for designing and implementing an intervention to influence an identified issue. Methods for evaluating outcomes of the proposed intervention will be explored. You will develop and defend a proposal for a DNP project in this course. This course requires 80 supervised practice hours, which may be applied to the doctoral project. Doctoral-Level Nursing Essays.

    Quarter Credit Hours: 5 | Prerequisite: 
    DN713

    DN733: Ethics, Policy, and Advocacy for Population Health

    This course will prepare you to design and implement culturally proficient health care policies with special consideration of issues of social justice and equity. Legal and ethical challenges encountered in practice leadership, decision making, and the implementation of systems and organizational change processes and policies will be explored. Ethics, health care policy, and advocacy specific to a DNP project will be emphasized. This course requires 50 supervised practice hours, which may be applied to the doctoral project Doctoral-Level Nursing Essays.

    Quarter Credit Hours: 5 | Prerequisite: 
    DN703
     | Corequisite: 
    DN723

    DN743: Clinical Decision Making for Practice Doctorate

    In this course, students will analyze current and emerging aggregate-level clinical prevention and population health issues. Students will demonstrate and apply experiential, contextual, and evidence-based best practices, cost/benefits, and systematic plans for quality improvement benchmarks with the end goal of designing aggregate-level clinical prevention and population health interventions. This course requires 50 supervised practice hours, which may be applied to the doctoral project.

    Quarter Credit Hours: 5 | Prerequisite: 
    DN733

    DN753: Transforming the Health Care Organization

    This course provides you with evidence-based organizational and leadership knowledge and skills necessary to appraise practice leadership theories and organizational models Doctoral-Level Nursing Essays. The influence of economics, health policy, stakeholders, information technology, and interprofessional collaboration upon health care organizational operations will be explored. You will identify a practice leadership model that aligns with the DNP project focus. This course requires 50 supervised practice hours, which may be applied to the doctoral project.

    Quarter Credit Hours: 5 | Prerequisite: 
    DN733
     | Corequisite: 
    DN743

    DN803: DNP Project Development – Data-Driven Decision Making

    In this course, you will appraise systematic experiential, contextual, and best evidence-based practice, and the use of information technology and data to design the DNP Project. In-depth work with experts from nursing and other disciplines will be incorporated to offer opportunities for meaningful student engagement and networking in the health care environment. You will acquire the skills and knowledge essential to process and manage information systems/technology resources in a variety of health care settings. Through assignments and discussions, you will retrieve and critically analyze digital data essential to health care quality improvement. Informatics tools for data extraction, organization, and interpretation will be compared. This course requires 120 supervised practice hours which may be applied to the doctoral project.

    Quarter Credit Hours: 6 | Prerequisite: 
    DN753

    DN813: DNP Project Implementation and Evaluation

    The DNP project provides you with the opportunity for in-depth analysis, synthesis, and application of a chosen topic that contributes to an area of scholarship in advanced nursing practice. In this course, the student will implement the DNP project in the practice setting with oversight provided by the DNP Faculty Mentor, faculty second reader, and practice facilitator. This course requires 120 supervised practice hours, which may be applied to the doctoral project.

    Quarter Credit Hours: 6 | Prerequisite: 
    DN803

    DN820A: DNP Extension Course

    This course may be taken for the specific purpose of project completion.

    Quarter Credit Hours: 0 | Prerequisite: None

    DN823: DNP Project Dissemination

    The DNP Project provides you with the opportunity for in-depth analysis, synthesis, and application of a chosen topic that contributes to an area of scholarship in advanced nursing practice. In this course, you will disseminate the outcomes of the DNP Project in a written paper suitable for publication and a formal presentation. This course requires 100 supervised practice hours which may be applied to the doctoral project Doctoral-Level Nursing Essays.

    Quarter Credit Hours: 6 | Prerequisite: 
    DN813

    DN891: Independent Directed Study I

    This course will allow you to continue the DNP practice learning experience approved by the University. This course provides for 120 supervised practice hours. This course may be taken for the specific purpose of completing the 1,000 required hours for the Doctor of Nursing Practice degree.

    Quarter Credit Hours: 3 | Prerequisite: Approval of Department Chair

    DN892: Independent Directed Study II

    This course will allow you to continue the DNP practice learning experience approved by the University. This course provides for 120 supervised practice hours. This course may be taken for the specific purpose of completing the 1,000 required hours for the Doctor of Nursing Practice degree. Doctoral-Level Nursing Essays.

    Quarter Credit Hours: 3 | Prerequisite: Approval of Department Chair

    DN893: Independent Directed Study III

    This course will allow you to continue the DNP practice learning experience approved by the University. This course provides for 120 supervised practice hours. This course may be taken for the specific purpose of completing the 1,000 required hours for the Doctor of Nursing Practice degree.

    Quarter Credit Hours: 3 | Prerequisite: Approval of Department Chair Doctoral-Level Nursing Essays