Tag: Clinical-Nursing

NRS 490 RS Scholarly Activity Summary Example

Scholarly Activities NRS-490

Student’s Name

Institution of Affiliation

Course Name

Date

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Overview

This week, the scholarly activity that I took part in was a wound care seminar which lasted for four days. Routine seminars were a major part of this organization’s culture. The seminars were a source of empowerment and inspiration for nurses, physicians and other healthcare providers working in various units. The seminars provided the latest wound care management standards as a way of attaining excellence and improving patient health outcomes. It also presented an opportunity to obtain ongoing education credits and improve clinical outcomes in nursing practice. As a nurse, I always believe that the most significant aspects of nursing practice are: maintaining professional membership and remaining committed to lifelong learning. I also attended a pressure ulcer IDT meeting through which healthcare professionals learned from various wound specialization experts, asked questions and acquired new knowledge on what wasn’t taught in class. NRS 490 RS Scholarly Activity Summary Example

The pressure ulcer IDT meeting had four major goals: to develop a new pressure ulcer prevention program through well-defined roles and responsibilities of staff, to develop unit-level plans and to train staff on new strategies to reduce pressure ulcers. Both the seminar and the pressure ulcer IDT meeting were well planned for. The seminar was sponsored and organized by the American Professional Wound Care Association. The IDT meeting was headed by a certified wound care nurse and comprised of nutritionists, pharmacists, nurse practitioners, and physicians. To actualize its goal, the IDT meeting, identified and replaced routine clinical practices that either delayed or prevented wound healing based on organizational wound management guidelines. This resulted in the development of three teams: an implementation team, a wound care team and a unit-based team.

The whole activity was a motivation for nurses who were passionate about specializing in wound care. The key target of the seminar and pressure ulcer IDT meeting were healthcare professionals working in the surgical unit, palliative care, and the ICU.

Problem

Pressure ulcer IDT meeting reviewed two major issues who one quality of care and care coordination.

Quality of Care In Pressure Ulcer Management (1)

Coordination of care with Interdisciplinary Team(1)

NRS 490 RS Scholarly Activity Summary Example

Members of the IDT meeting analyzed each of the cases and listened to the input provided by every staff member who was present. In every case that was reviewed, a  particular set of questions were used to determine whether depending on the patient’s outcome the pressure ulcer care provided was either excellent, good or poor with regards to quality and care coordination. The findings were scored as 3, 2 or 1 respectively.

Solution

Quality of Care In Pressure Ulcer Management- the staff members gave it a score of 2. There were numerous gaps identified in nursing practice such as: failing to provide ongoing reports and communication, failure to integrate the prevention of pressure ulcer in continuous nursing processes. To address this, the implementation team, a wound care team and a unit-based team were formed. These teams were to come up with a communication policy that could clearly explain the how unit champions, unit managers and staff can communicate, give updates using collected data and probably share essential changes in patient safety in wound care plans. The unit-based team was mandated to identify communication strategies of telling families/patients on care progress and sharing skin and risk assessment data when handing over shift reports.

Coordination of care with Interdisciplinary Team (1) – the staff members gave it a score of 3 to imply that wound management care within the unit was excellent due to good coordination. Although there were no gaps in care that were identified, several recommendations were given on how to make care more coordinated including having more specific roles and responsibilities for every member of the interdisciplinary team.

Opportunity

           
By actively participating in this activity, I was able to improve individual knowledge and skills on wound management and ability to work with other professionals in interdisciplinary teams to provide coordinated care. I achieved the professional competency role (Domain 1) through teamwork with the surgical unit staff namely: nutritionist, pharmacists, wound care nurse specialist, wound specialization physicians and nurse practitioners to address key issues in pressure ulcer wound management (1.1), took management and leadership roles with an aim of  promoting holistic and cultural competent care(1.3) and  actively participated in the development of guidelines and policies to improve care delivery and accountability among healthcare team members for  improved clinical outcomes of patients with pressure ulcers (1.4). NRS 490 RS Scholarly Activity Summary Example

Similarly, by taking part in this scholarly activity, I was able to explore nursing theories and how they can be applied in clinical practice to positively influence clinical outcomes (Domain 2) This influenced the ability to use critical thinking to solve real patient scenarios (2.3). Since intense discussions were held and decisions made in the pressure ulcer the IDT meeting with the certified wound care nurse as the first line communication manager, the domain of informatics (Domain 4) was similarly addressed.

Program Competencies Addressed

The program competencies addressed by participating in this scholarly summary activity were competency 1.1, 1.3, 1.4, 2.3 and 4.3

 

References

Coffey, M., Fry, L., Cardenas, L. A., Wing, W., & Skinner, M. (2015). An interdisciplinary approach to pressure ulcer reduction.
Journal of the American Medical Directors Association
, 
16
(3), B18-B19.

Mervis, J. S., & Phillips, T. J. (2019). Pressure ulcers: prevention and management. 
Journal of the American Academy of Dermatology
.

Mwebaza, I., Katende, G., Groves, S., & Nankumbi, J. (2014). Nurses’ knowledge, practices, and barriers in the care of patients with pressure ulcers in a Ugandan teaching hospital.
Nursing research and practice
, 
2014
.

 

Scholarly Activity Summary

 

This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you. NRS 490 RS Scholarly Activity Summary Example

Problem

This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.

Solution

This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.

Opportunity

This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP. NRS 490 RS Scholarly Activity Summary Example

Behavioral systems model essay example

Paper 4 – Nursing or Interprofessional “Theory”: Philosophy, Conceptual Model, or Grand Theory – Describe a nursing or interprofessional “theory” (i.e., a philosophy, conceptual model, or grand theory

Within your Paper 4, in addition to the specifications below, include a brief discussion of the relevance of the theory for your chosen advanced nursing practice role (psychiatric mental health nurse practitioner role) with diverse populations.

10% Introduction – Briefly introduce the focus of the paper.

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70% Discussion – Clearly, thoroughly, and succinctly discuss the focus of the paper, showing evidence of reading of professional literature and synthesis of the focus

10% Summary – Briefly summarize the key points and conclusions from the discussion.

10% Format – Consistently use APA format (6th edition) and correct English grammar across these papers, from the title page through the reference list. These papers must adhere to the following guidelines (all of which are in agreement with APA, 6th ed., format), as well as the other guidelines specified in the APA Manual (6th ed.): (a) be typed in a current version of Microsoft Word that can be opened by the course faculty; (b) be typed in Times New Roman typeface, with 12-point font size; (c) have doublespacing between all lines, including the title page and reference list; (d) have 1-1½ inch margins (top, bottom, right, and left); (e) include a title page and reference page; (f) have headings between sections; and (g) have a running head and page numbers..

Grading Rubric for Papers 1-4 The points for the first three criteria for Papers 1-4 are based on the level of evidence of critical thinking and synthesis related to the criteria and specific focus of the paper, including clarity, thoroughness, evidence of reading professional literature (as applicable to the criteria). For the fourth criteria (i.e., Format), the points are based on the level of evidence/achievement in terms of the accuracy of the format (APA, 6th edition), including grammar, across the paper. Behavioral systems model essay example

*Note: Your grade on your papers will be reduced by 10% within each section of the paper each time that a primary reference is needed and is not included in the section of the paper and/or for each secondary reference used within the section of the paper. Again, it is essential that you only include primary references.

 

Behavioral systems model

Name

Institution

Behavioral systems model

Models in nursing practice are tools that verbalize awareness of professional expectations. An example of this can be seen in the behavioral systems model (BSM) that was first presented by Dorothy Johnson. The model focuses on Johnson’s understanding that research-based knowledge plays a critical role in nursing care and outcomes, proposing that effective and efficient behavioral functioning are important in patients to prevent illness (Masters, 2015). The present paper explores BSM as a tool that facilitates efficient and effective nursing care.

Discussion

BSM is based on the awareness that nursing care focuses on applying external elements to optimize patients’ behaviors through preservation the organization and integration of these behaviors so that they do not become threats to the patients’ physical and social health to result in illness. In this case, patients are identified as having a behavioral system comprised of seven subsystems that include achievement, aggression, sexuality, eliminative, ingestive, dependency, and affiliative. The seven subsystems are expected to meet three functional requirements for the patient to be healthy. The first requirement is stimulation for growth. The second requirement is the provision of a nurturing environment. The third requirement is offering protection from noxious influences. Inabilities to meet any one of the three functional requirements results in a state of imbalance whereby nurses intervene to create balance (Masters, 2015). Behavioral systems model essay example

Johnson’s conceptualization of BSM is based on the premise that nurses act in their professional capacity to improve society’s welfare through distinctive approaches. This awareness resulted in the model identifying four nursing goals. The first goal of nursing is to aid patients whose behavior is proportional to (commensurate with) social demands. The second goal of nursing is to aid patients who have the capacity to modify their behavior to support biological imperatives. The third goal of nursing is to aid patients who are able to maximize the benefits received from the skills and knowledge of medical personnel. The fourth goal of nursing is to aid patients whose behavior does not offer evidence of unnecessary trauma as a consequence of illness (Alligood, 2014).

BSM makes assumptions about systems and the structure and function of subsystems. There are four assumptions for each system. First, a system is comprised of the elements and parts of behavior to include integration, interdependency, interaction, and organization. Secondly, a system seeks to balance the forces that act upon and within it, using automatic adaptations and adjustments to balance the natural forces. In addition, behavior is characterized by constancy and regularity seen in the results and requirements, and this is necessary for functionality. Finally, balances in the system reflect successful adaptations and adjustments (Chinn & Kramer, 2015).

There are four assumptions for the structure and function of each subsystem. First, subsystems produce observable outcomes. Also, subsystems have a definite scope of actions and repertoire of choices. In addition, the behavior is characterized by predisposition to act with reference to an objective in certain ways rather than other ways. The fourth assumption is that the objectives of behaviors are based on the drive for the behavior and the form that it takes. In addition, three functional requirements are presented based on the awareness that behaviors are amenable to explanation and description if they are sufficiently stable, predictable, recurrent, purposeful and orderly. Secondly, each subsystem serves the primary function of preventing stagnation and enhancing growth. Thirdly, systems are protected to harmful influences (Chinn & Kramer, 2015).

Based on BSM, the nursing process has four components.  Assessment that offers details about the biological system in terms of the subsystems. Secondly, diagnosis is presented based on behavioral performance to include dominance, incompatibility, discrepancy, and insufficiency. Thirdly, planning and implementation occur to bring about system balance through stimulating, nurturing and protecting the relevant subsystems. Finally, evaluation is conducted to determine if the system has achieved balance (Zaccagnini & White, 2011). Behavioral systems model essay example

Conclusion

BSM is a nursing care model that advocates for fostering effective and efficient behavioral functioning as important for preventing illness. In addition, patients are defined by a behavioral system comprised of seven subsystems with each one having four structural characteristics. Besides that, each subsystem has four functional requirements that include protection, providing a nurturing environment, and stimulating growth. In this respect, BSM is a tool that facilitates efficient and effective nursing care.

References

Masters, K. (2015). Nursing
theories: a framework for professional practice
(2
nd
ed.). Burlington, MA: Jones & Bartlett Learning.

Alligood, M. (2014).
Nursing theorists and their work
(8
th
ed.). St. Louis, MO: Elsevier/Mosby.

Chinn, P. & Kramer, M. (2015).
Knowledge development in nursing: theory and process
(9
th
ed.). St. Louis, MO: Elsevier/Mosby.

Zaccagnini, M. & White, K. (2011).
The doctor of nursing practice essentials: a new model for advanced practice nursing
. Sudbury, MA: Jones & Bartlett Learning. Behavioral systems model essay example

NURS 4100 Common Flaws in Quantitative nursing Studies

NURS 4100 -Quality and Safety Through Evidence-Based Practice

BSN Completion Program

Walden University

Critical Appraisal of Qualitative Research

Smucker, D., Regan, S., Elder, N., &   Gerrety, E. (2014). Patient safety   incidents in home hospice care:

The experiences of hospice interdisciplinary team members. 
Journal of Palliative Medicine,

17
(5), 540-544.

Quality

Is the journal peer-reviewed?

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Are the authors qualified to conduct the research?

Focus of Study

What experience or situation are the researchers seeking to understand?

Study Design

What is the expected outcome of the study?

Do the researchers want to describe an event, explain a cultural experience or generate a theory?

What is the study design?

Data Collection

Who were the sample and how were they recruited?

How were the data collected?

Control

How did the researchers control their biases or preconceptions during the data collection process?

Data Analysis

How were the data analyzed?

Do the authors include direct quotes and generalized statements as examples of data?

Results

What are the main findings of the study?

What themes emerged from the analysis?

Recommendations

Do the authors provide recommendations for future research?

Limitations

Are the limitations of the study discussed?

 

APPENDIX F

Appraisal Guide:

Findings of a Quantitative Study

 

 

APA Formatted Citation: (4 pts.)

Answer Here:

 

 

Synopsis
(16 pts.)

What was the purpose of the study (research questions, purposes, and hypotheses)?

Answer Here:

 

How was the sample obtained?

Answer Here:

 

What inclusion or exclusion criteria were used?

Answer Here:

 

Who from the sample actually participated or contributed data (demographic or clinical profile and dropout rate)?

Answer Here:

 

What methods were used to collect data (e.g., sequence, timing, types of data, and measures)?

Answer Here:

 

Was an intervention tested? Answer Yes or No

 

How was the sample size determined?

Answer Here:

 

Were patients randomly assigned to treatment groups?

Answer Here:

 

What are the main findings of the study? (10 pts.)

Answer Here:

 

Credibility
(14 pts.)

 

Yes

No

Not Clear

Is the study published in a source that required peer review?

 

 

 

*Did the data obtained and the analysis conducted answer the research question?

 

 

 

Were the measuring instruments reliable and valid?

 

 

 

*Were important extraneous variables and bias controlled?

 

 

 

*If an intervention was tested, answer the following five questions:

 

 

 

Were participants randomly assigned to groups and were the two groups similar at the start (before the intervention)?

 

 

 

Were the interventions well defined and consistently delivered?

 

 

 

Were the groups treated equally other than the difference in interventions?

 

 

 

If no difference was found, was the sample size large enough to detect a difference if one existed?

 

 

 

If a difference was found, are you confident it was due to the intervention?

 

 

 

Are the findings consistent with findings from other studies?

 

 

 

 

All

Some

No

ARE THE FINDINGS CREDIBLE?                  

 

 

 

 

 

 

 

 

Clinical Significance
(6 pts.)

 

Note any difference in means, r
2
s, or measures of clinical effects (ABI, NNT, RR, OR)

Answer Here: NURS 4100 Common Flaws in Quantitative nursing Studies

 

Yes

No

Not Clear

*Is the target population clearly described?

*Is the frequency, association, or treatment effect impressive enough for you to be confident that the finding would make a clinical difference if used as the basis for care?

 

All

Some

No

ARE THE FINDINGS CLINICALLY

SIGNIFICANT?
                                                    

 

*= Important criteria

 

Comments

Answer Here:

 

Common Flaws in Quantitative Studies

The common flaws associated with quantitative studies include inappropriate representation of the target population; requires large sample size to collect data; lack of ability to control the environment; limited outcomes; and complicated data analysis methods (Rahman, 2017).

Inappropriate representation of the target population can interfere with the study’s targeted aims and objectives. In spite of using the suitable sampling plan, representation of the study participants depends on the probability distribution of the available data. This can result in inaccuracy of probability distribution and result in inaccuracy in proposition (Ponto, 2015). Secondly, quantitative studies need large sample sizes and lack of adequate resources may hinder use of adequate sample size when conducting research and hence affect generalization of the study results (Regnault et al, 2018). Moreover, controlling the environment when conducting quantitative research is difficult. As Rahman (2017) explains, when conducting quantitative research, it can be problematic to control the environment where the respondents give answers during the survey or in the questionnaires. The responses are dependent on specific time and conditions existing during that specific time-frame. NURS 4100 Common Flaws in Quantitative nursing Studies

In addition, quantitative researches are associated with limited outcomes due to the structured questionnaires and surveys with close-ended questions. Therefore, the respondents have limited options when it comes to responses and the close-ended questions leads to restricted outcomes delineated within the research proposal (Ponto, 2015). Therefore, the findings do not always represent the actual happenings, in a generalized form. Finally, quantitative studies require complex data analysis methods such as statistical analysis which can be challenging to researchers without knowledge on statistics (Queirós et al, 2017). The requirement to perform efficient statistical confirmation of findings is very challenging within a quantitative study.

 

 

References

Queirós A, Faria D & Almeida F. (2017). Strengths and Limitations of Qualitative and Quantitative Research Methods.
European Journal of Education Studies
. 3(9).

Ponto J. (2015). Understanding and Evaluating Survey Research.
J Adv Pract Oncol
. 6(2), 168–171.

Rahman, S. (2017). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “testing and assessment” research: a literature review.
Journal of Education and Learning
. 6(1), 102-112. NURS 4100 Common Flaws in Quantitative nursing Studies

Regnault A, Tom W & Barbic S. (2018). Towards the use of mixed methods inquiry as best practice in health outcomes research.
J Patient Rep Outcomes
. 2(19).

 

 

APPENDIX F

Appraisal Guide:

Findings of a Quantitative Study

 

 

APA Formatted Citation: (4 pts.)

Answer Here:

 

 

Synopsis
(16 pts.)

What was the purpose of the study (research questions, purposes, and hypotheses)?

Answer Here:

 

How was the sample obtained? NURS 4100 Common Flaws in Quantitative nursing Studies

Answer Here:

 

What inclusion or exclusion criteria were used?

Answer Here:

 

Who from the sample actually participated or contributed data (demographic or clinical profile and dropout rate)?

Answer Here:

 

What methods were used to collect data (e.g., sequence, timing, types of data, and measures)?

Answer Here:

 

Was an intervention tested? Answer Yes or No

 

How was the sample size determined?

Answer Here:

 

Were patients randomly assigned to treatment groups?

Answer Here:

 

What are the main findings of the study? (10 pts.)

Answer Here:

 

Credibility
(14 pts.)

 

Yes

No

Not Clear

Is the study published in a source that required peer review?

 

 

 

*Did the data obtained and the analysis conducted answer the research question?

 

 

 

Were the measuring instruments reliable and valid?

 

 

 

*Were important extraneous variables and bias controlled?

 

 

 

*If an intervention was tested, answer the following five questions:

 

 

 

Were participants randomly assigned to groups and were the two groups similar at the start (before the intervention)?

 

 

 

Were the interventions well defined and consistently delivered? NURS 4100 Common Flaws in Quantitative nursing Studies

 

 

 

Were the groups treated equally other than the difference in interventions?

 

 

 

If no difference was found, was the sample size large enough to detect a difference if one existed?

 

 

 

If a difference was found, are you confident it was due to the intervention?

 

 

 

Are the findings consistent with findings from other studies?

 

 

 

 

All

Some

No

ARE THE FINDINGS CREDIBLE?                  

 

 

 

 

 

 

 

 

Clinical Significance
(6 pts.)

 

Note any difference in means, r
2
s, or measures of clinical effects (ABI, NNT, RR, OR)

Answer Here:

 

Yes

No

Not Clear

*Is the target population clearly described?

*Is the frequency, association, or treatment effect impressive enough for you to be confident that the finding would make a clinical difference if used as the basis for care?

 

All

Some

No

ARE THE FINDINGS CLINICALLY

SIGNIFICANT?
                                                    

 

*= Important criteria NURS 4100 Common Flaws in Quantitative nursing Studies

NURS 6050 agenda comparison grid and fact sheet Example

Part 1: Agenda Comparison Grid

Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:

Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.

Describe the administrative agenda focus related to the issue you selected.

Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.

Explain how each of the presidential administrations approached the issue. NURS 6050 agenda comparison grid and fact sheet Example

(A draft of Part 1: Agenda Comparison Grid should be posted to the Module 1 Discussion Board by Day 3 of Week 1.)

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Part 2: Agenda Comparison Grid Analysis

Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:

Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?

How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?

Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

 

 

Part 3: Fact Sheet or Talking Points Brief

Based on the feedback that you received from your colleagues in the Discussion, revise Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis.

Then, using the information recorded on the template in Parts 1 and 2, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. You can use Microsoft Word or PowerPoint to create your Fact Sheet or Talking Point Brief. Be sure to address the following:

Summarize why this healthcare issue is important and should be included in the agenda for legislation.

Justify the role of the nurse in agenda setting for healthcare issues.

 

Agenda Comparison Grid Template

Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2

 

Part 1: Agenda Comparison Grid

 

Use this Agenda Comparison Grid to document information about the population health/healthcare issue your selected and the presidential agendas. By completing this grid, you will develop a more in depth understanding of your selected issue and how you might position it politically based on the presidential agendas.

 

You will use the information in the Part 1: Agenda Comparison Grid to complete the remaining Part 2 and Part 3 of your Assignment.

 

 

Identify the Population Health concern you selected.

Opioid Crisis

 

Describe the Population Health concern you selected and the factors that contribute to it.

Drug overdose deaths continue to increase in the United States and continue to affect men and women from different backgrounds to include geographical, educational and ethnicity. The opioid crisis became prevalent in the late 1990’s partly to lack of information regarding the medications resulted from an increased rate in prescriptions drugs by subscribers (U.S. Department of State, 2017).

 

 

Administration (President Name)

(Donald J. Trump)

(Barack Obama)

(George W. Bush)

Describe the administrative agenda focus related to this issue for the current and two previous presidents.

 

The current administration has declared this crisis a public health emergency and talked about several ways to enforce and improve the crisis through improving access to prevention, treatment, and recovery services while targeting the availability and distribution of overdose-reversing drugs.

 

 

 

 

 

 

 

 

Some of the agenda of this president included a focus on healthcare availability allowing affected groups better and faster access to treatments and services while restricting prescribers ability to overprescribe (U.S. Department of State, 2012)

The focus of that administration was mainly focused on creative a budget for law enforcement because addiction was perceived as a crime rather than a public health issue.

Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.

According to the department of health and human services, “in 2017, HHS invested more than $900 million in opioid-specific funding, including to support state and local governments and civil society groups (HHS.gov, 2019).

 

 

 

 

 

 

 

 

Training is provided to first responders with access to availability of overdose-reversing drugs.

Funds were allocated to assist Training and resources were provided to law enforcement while offenders were sent to jails and/or rehabilitation services.

Explain how each of the presidential administrations approached the issue.

The current administration continues to approach the situation using a five-point strategy including prevention, treatment, recovery, research on addiction and pain, and advance the practice of pain management. HHS recommends prescribing Naloxone to patients at high risk for an opioid overdose (HHS.gov, 2019).

 

 

 

 

 

 

 

 

The administration approached the issue by ensuring that services were available to rural and underserved communities through easy access to services while providing access to public transportation. Physicians and nurses education included awareness and treatment of the crisis to reduce stigma and to improve adherence to treatments.

Although funding was available, the issue was approached at a criminal level rather than a health care crisis. More emphasis was placed on law enforcement ability to fight the issue as a crime while the most affected communities were left without treatments or services (CDC.gov, 2019).

 

References

 

U.S Department of Health and Human Services (HHS). National Opioid Crisis. (2019, August 27). The opioid epidemic in numbers. Retrieved from www.http:/hhs.gov

 

U.S. Department of State. (2012, February 12). President Bush announces drug control strategy. Retrieved from https://201-2009.state.gov/p/inl/rls/rm/8451.htm

 

What is the U.S. Opioid Epidemic? Opioid Crisis. (2019, August 27). Retrieved from Centers for Disease Control and Prevention (CDC). Retrieved from
http://wonder.cdc.gov
.

 

 

Part 2: Agenda Comparison Grid Analysis

 

Using the information you recorded in Part 1: Agenda Comparison Grid, complete the following to document information about the population health/healthcare issue your selected

 

Administration (President Name)

(Donald J. Trump)

(Obama Barack)

(George W. Bush)

Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?

 

The current administrative agency is more likely be responsible for helping me with my chosen healthcare issue of opioid crisis since more is being done today to come up with new ways to solve this issue than ever before. President Trump announced on October 26, 2017, that his administration had declared the opioid crisis a nationwide Public Health emergency (Whitehouse, March 2018}.

President Trump immobilized his entire administration to address this issue by labeling it as a public health emergency and directed the declaration of a nationwide public health emergency to address the issue (

This action allows for expanded access to telemedicine services, including services involving remote prescribing of medicine commonly used for substance abuse or mental health treatment (

The declaration opened up avenues necessary to combat the crisis. Ways to fight back the crisis include: prevention, treatment, and recovery.

 

 

 

 

 

 

Between 2013 and 2017, more than 67,000 people died of synthetic-opioid By 2016, thousands of people were dying from overdoses of fentanyl, the deadliest drug to ever hit U.S streets and the administration needed to take immediate action. By then, the epidemic had been escalating for over three years. (washingtonpost, March 2018)

The opioid crisis represented an extraordinary public health challenge, according to 11 experts back in 2016, the Obama administration considered the request but did not take immediate actions. The decision was one in a series of missed opportunities, oversights and half-measures by federal officials who failed to grasp how quickly, and fatal fentanyl was which contributed to the opioid epidemic.

After the 2016 election, at the urging of President Obama, Congress approved nearly $1 billion for oipiod treatment programs. Drug policy experts called that figure” a drop in the bucket”.(      ).

The administration had comprehensive approach to the opioid crisis which included passage of the Affordable Care Act, a push for funding to expand treatment and the updating of guidelines for prescribing opioids. The administration added money to accelerate data collection on overdoses. The administration also met held “roundtable” with grieving parents.

As law enforcement began cracking down in 2005 on prescription opioids such as Oxycontin and Vicodin, addicts turned to heroin, which was cheaper and more available. Then, in 2003, fentanyl arrived, and overdoses and deaths soared (whashingtonpost, March 2019).

NURS 6050 agenda comparison grid and fact sheet Example

 

How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?

For years, congress didn’t provide significant funding to combat the opioid epidemic. U.S. Customs and border protection didn’t have enough officers, properly trained dogs or sophisticated equipment to curb illegal fentanyl shipments entering the country from China and Mexico. The US postal service didn’t require electronic monitoring of international packages, making it difficult to detect parcel containing opioids ordered over the internet from China(     ).

Facing hotly contested midterm elections in 2018, Congress finally passed legislation aimed at addressing the increasingly politicized opioid crisis, including measures to force the Postal Office Service to start tracking international packages.

NURS 6050 agenda comparison grid and fact sheet Example

 

No one in Congress issued public statements or calls for actions despite the rise in overdoses and deaths

Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

 

Note: Part 3: of the Module 1: Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief is a 1-page Fact Sheet or Talking Points Brief the you will create in a separate document.

 

 

Part 2: Agenda Comparison Grid Analysis

Administration (President Name)

(Donald J. Trump)

(Obama Barack)

(George W. Bush)

Administrative Agency

-President Donald Trump’s administration declared the opioid crisis to be a public health emergency and was clear on some of the ways his administration would use to address the issue (Gostin, Hodge & Noe, 2017).

-He ensured the formation of the Commission on Combating Drug Addiction and the Opioid Crisis under the leadership of New Jersey governor Christ Christie. The commission provided 56 recommendations on how best to address the opioid crisis (Baker, 2017).

-Several Medicaid changes were proposed  to combat the crisis

– Trump signed the International Narcotics Trafficking Emergency Response By Detecting Incoming Contraband With Technology (INTERDICT) Act which was a boost for the country’s screening tools for the customs agents.

-President Trump’s administration approach to this issue is more aggressive as compared to previous administrations thus the best choice for addressing this issue.

-President Barack Obama’s administration was more aggressive than the administration of George Bush in addressing the opioid crisis.

– Although he implemented the Prescription Drug Abuse Prevention Plan the crisis did not incorporate the abuse and misuse of carefentanil and fentanyl (Nelson, Juurlink & Perrone, 2015).

-in 2010, he passed the Fair sentencing Act where different drugs were given different sentences.

-Signed the CARA Act into law to expand access to naloxone in efforts to combat the crisis (Painter, 2017).

-Obamas administration delayed efforts to curb the opioid crisis until the year 2015.

– The crisis was in its initial stages during George’s administration.

NURS 6050 agenda comparison grid and fact sheet Example

-Bush proved to be more reactive than proactive  in combating the crisis

– The national government was generally not well prepared in terms of resources and technology, which allowed the flourishing of the illegal drug market.

Agenda Setting

Under Trump’s administration, the agenda of addressing the opioid crisis was set and maintained by the administration’s leadership through a five-point strategy of prevention, treatment, recovery and research and advanced practice.

Barack’s administration set the opioid crisis agenda by championing for universal health coverage through the ACA to guarantee access to care in all community settings and nurse practitioners to fill the gaps in practice.

George Bush’s administration set and maintained the opioid crisis agenda from a legal perspective where a lot of emphasis was placed   on addressing the issue as a form of crime especially in community settings that had little or no access to care services.

Champion/Sponsor

Admiral James Winnefeld who formed the Stop Addiction Fatality Epidemic (SAFE) after losing their son to an opioid drug overdose in 2017.

Senator Sheldon Whitehouse who introduced the Comprehensive Addiction and Recovery Act that was signed into law in 2016 by president Obama.

Hillary Clinton, the US first lady from 1993-2001 when the opioid crisis had just began and US senator from 2001 to 2009 could be the best champion.

 

Part 3: Fact Sheet

Why the Opioid Crisis Is Important For the Legislation Agenda

Epidemiology

The opioid crisis affects people of all races, ages, and gender. However, older adults are the most affected due to high reliance on opioids to cope with very painful chronic illnesses.

The 2012-2013 data from the National Epidemiology Survey on Alcohol and associated conditions revealed that 2.5% of adults aged 65 and older used prescription opioids for 12 months with no medical indication (Gostin, Hodge & Noe, 2017).

5% of this population was later diagnosed with opioid use disorder.

Physical, Social, Physiological and Psychological Effects

Long term use of opioids can result in drowsiness, euphoria, and respiratory complications (McCarty, Priest & Korthuis, 2018).

In more severe cases, individuals can develop opioid use disorder with withdrawal symptoms, being unable to reduce or control their use, addiction, inability to perform educational and work responsibilities and activities of daily life, being tolerant, interpersonal and social problems (McCarty, Priest & Korthuis, 2018).

Mortality and Morbidity Rates

The opioid epidemic in the United States claims more than 30,000 individuals annually.

In the year 2017, more than 70,000 mortalities occurred from a drug overdose and 50,000 involved opioid use(Painter, 2017). NURS 6050 agenda comparison grid and fact sheet Example

The number of deaths and disability has gradually increased over the years.

Economic Implications

Managing opioid use disorder and its related symptoms has proven to be costly for individuals, households and the federal government.

Trump’s administration used approximately $11billion in the 2017-2018FY to address the opioid crisis in terms of prevention, recovery, treatment and promoting the continuum of care (Gostin, Hodge & Noe (2017)

Nurse’s Role In Opioid Crisis Agenda Setting

Prevention and Early Recognition

Nurses can have a significant role in early recognition and prevention of opioid misuse and abuse since they are at the first contact with patients and spend more time with them.

Prescription Monitoring

Nurses are positioned to identify patients who start to gradually be addicted to opioids by monitoring prescriptions (Murthy, 2016).

Advocacy

Nurses can advocate for the implementation of appropriate policies and strategies of pain management, develop new standards on how to write opioid prescriptions and protocols for opioid addiction treatment for released convicts.

 

References

Baker, D. W. (2017). History of The Joint Commission’s pain standards: lessons for today’s prescription opioid epidemic. 
Jama
, 
317
(11), 1117-1118. NURS 6050 agenda comparison grid and fact sheet Example

Christie, C., Baker, C., Cooper, R., Kennedy, P. J., Madras, B., & Bondi, P. (2017). The president’s commission on combating drug addiction and the opioid crisis. 
Washington, DC, US Government Printing Office, Nov
, 
1
.

Gostin, L. O., Hodge, J. G., & Noe, S. A. (2017). Reframing the opioid epidemic as a national emergency. 
Jama
, 
318
(16), 1539-1540.

McCarty, D., Priest, K. C., & Korthuis, P. T. (2018). Treatment and prevention of opioid use disorder: challenges and opportunities. 
Annual review of public health
, 
39
, 525-541.

Murthy, V. H. (2016). Ending the opioid epidemic—a call to action. 
New England Journal of Medicine
, 
375
(25), 2413-2415.

Nelson, L. S., Juurlink, D. N., & Perrone, J. (2015). Addressing the opioid epidemic. 
Jama
, 
314
(14), 1453-1454.

Painter, S. G. (2017). Opiate crisis and healthcare reform in America: A review for nurses. 
OJIN: The Online Journal of Issues in Nursing
, 
22
(2).

Saloner, B., McGinty, E. E., Beletsky, L., Bluthenthal, R., Beyrer, C., Botticelli, M., & Sherman, S. G. (2018). A public health strategy for the opioid crisis. 
Public Health Reports
, 
133
(1_suppl), 24S-34S. NURS 6050 agenda comparison grid and fact sheet Example

This Nursing theories – received view and perceived view assignment is an online discussion question. It only needs to be a paragraph (250 word minimum) with one scholarly source in APA format.

Assignment: Debate with classmates on the dominant philosophical schools of thought in nursing (received view and perceived view). Which view encompasses the profession of nursing? Why? Provide an example

ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER HERE

Nursing theory

Nursing theories are the fundamental nature of existence, reality and knowledge that act as the guiding principles for the nurse profession. In fact, they explain the attitudes and models that individuals should adopt in their professional behavior as nurses. The diverse nature of the nurse specialties makes it difficult to identify a single theory that encompassing all the specialties in the nursing profession. To be more precise, the nurse practice fields and specialties influence the theories adopted since each theory is intended to guide nurses in caring for patients within a specific health care environment. Each nursing theory typically explains the nursing process for the practice field, identifies the ideal role of the nurse, and defines nursing practice. The theories are created by nurses from their observations during practice, as well as the professional methodologies they develop and apply. Once presented and accepted, the theory is considered a legitimate model of nursing practice within a particular environment. Besides that, each nurse identifies a theory that guides personal philosophy (approach to nursing). The philosophy explains what the nurse believes in, role of nursing in health care, interactions with patients, and ethical principles (Cherry & Jacob, 2016). This understanding makes it clear that nursing theories are subjected to receive and perceived views. Received views are common among novice nurses who rely on theoretical knowledge to identify the relevant nursing theories. They adopt these theories and test them (through experimentation and observation) within the practice environment to determine relevance and whether changes are necessary. Overtime and as the nurses become experts, they start relying on the perceived views that allows them to perceive existing theories with skepticism, present new theories and revise the existing theories based on collectively learned reality, interpretation, interrelatedness and lived experiences (Cherry & Jacob, 2016). In this respect, both the perceived and received views both encompass the profession of nursing.

Reference

Cherry, B. & Jacob, S. (2016).
Contemporary nursing: issues, trends, & management
. Amsterdam: Elsevier Health Sciences.

 

Threaded Discussion:

Assignment Guidelines with Scoring Rubric

Purpose:

The purpose of required threaded discussions is an interactive dialogue among instructors and students to assist the student in organizing, integrating, applying and critically appraising one’s knowledge regarding the nursing profession and selected area of practice.  Scholarly information obtained from current sources as well as professional communication is required.  Application of information to professional experiences promotes the analysis and use of principles, knowledge and information learned and related to real-life professional situations.  Interactive dialogue among instructors and peers foster the development of a learning community as ideas, perspectives and knowledge is shared.

 

Due Date:
First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT.  Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Saturday 11:59 pm MT.  Please note that the late assignment policy does not apply to the threaded discussions.

 

Total Points Possible:
Varies with course, please see specific course syllabus.  These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.

Requirements:

Description of the Assignment

Initial posting: This is defined to be the initial post in which the student responds to the

required threaded discussion topic.  The first posting by a student within the required

discussion area is considered to be the initial posting and will be evaluated using the rubric

criteria.  Scholarship in communication is expected.  Required scholarly source(s) provide

Nursing theories – received view and perceived view

specific information that thoroughly address the required topic.  For the initial posting,

one scholarly source must be presented.  The scholarly source must be an outside

The initial posting must occur before Wednesday, 11:59 pm MT.  Initial postings must be at a minimum of 300 words.  References do not apply toward word count.
ONLY in Week 8,
the initial posting must be a minimum of 200 words with a scholarly reference.  It remains due by Wednesday, 11:59 pm MT.

Peer responses:  As part of the threaded discussion requirements, the student must

The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT.  This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply.  Peer responses must be a minimum of 150 words. References do not apply toward word count.

Instructor response:  The student must respond to an instructor’s follow-up questions. The

instructor’s question may be directed to the student or may be a question directed to another

student in the section.  The response must be comprehensive and scholarly in nature.  Instructor

responses must be a minimum of 150 words.  References do not apply toward word count.

The response to the instructor must occur on a day different from the initial post and a day

different from the peer response. Responses to the instructor must occur before Sunday, 11:59

pm MT.

For week 8 only:
Students are expected to post a peer response or an instructor post but are not

required to do both. These posts must be a minimum of 100 words. References do not apply

toward word count. The peer or instructor response must be on a different day than the initial

post and must occur before Saturday, 11:59 pm MT due to the shorter week.

 

Posting Requirements:

The initial posting must be provided before Wednesday, 11:59 pm MT.

The initial posting must have at least one scholarly outside source that is cited within the

posting and referenced.  Required course textbooks, assigned readings and lesson information

are not considered to be outside scholarly sources.

Initial posting must be a minimum of 300 words; peer responses and instructor responses a

minimum 150 words.

The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.

All postings are substantive and relate to the graded threaded discussion topic.

Only one small quote (15 words or less) within the entire initial posting is accepted.

Postings must occur on 3 separate days.

For week 8 only:
the required postings are amended due to the shorter week. Two posts are

required. One initial post and either a peer response or an instructor response. Initial post must

be a minimum of 200 words and the peer or instructor response must be a minimum of 100

words. Both posts are required to be on two separate days. All posts must be made by

Saturday, 11:59 pm MT.

 

Criteria for Content

Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic.  Each reference must be scholarly.

Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.

Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.

Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.

For week 8 only:
the required postings are amended due to the shorter week. Two posts are     One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Saturday, 11:59 pm MT.

Criteria for Format and Special Instructions

Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.

When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.

Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site.  If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted.  Students are cautioned to use care regarding .com sites.  Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking.  It is recommended that you check with your instructor before using a .com website as a reference.

Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source.  The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

 

 

 

 

 

 

 

Category

Points for

Weeks 1 – 7

Points for

Week 8 ONLY

%

Description

Scholarliness

16

8

32

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Application of Course Knowledge

16

8

32

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the course lesson and outside readings and relate them to real-life professional situations.

Interactive Dialogue

10

5

20

Initial post should be a minimum of 300 words

The peer and instructor responses should be a minimum of 150 words each.

Responses are substantive and relate to the graded threaded discussion topic.

Week 8 only:

Initial posts should be a minimum of 200 words.

The peer or instructor response should be a minimum of 100 words.

Grammar, Syntax, and APA

8

4

16

Students are expected to demonstrate proper grammar, syntax, and APA style of writing.  Correct APA format is expected within the text of the assignment as well as the reference page(s).

Participation Requirements

5 points deducted if not demonstrated

 Initial, peer, and faculty postings were made on 3 separate days.

Week 8 only: Initial, and peer or faculty posts were made on 2 separate days.

Participation Deadline

5 points deducted if not demonstrated

The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

The peer and instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT

 

Week 8 only:

Both initial posting and peer or instructor responses are to be posted no later than Saturday, 11:59 pm MT.

TOTAL

50 points

25 points

100

 

 

 

 

 

Grading Rubric Guidelines Week 1-7

 

Performance  Category

100% or highest level of performance

100%

 

16 points

Very good or high level of performance

88%

 

14 points

Acceptable level of performance

81%

 

13 points

Inadequate demonstration of expectations

68%

 

11 points

 

Deficient  level of performance

56%

 

9 points

 

Failing level

of performance

 

55% or less

 

0 points

 

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 

Presentation of information was exceptional and included
all
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was good, but was superficial in places and included all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

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

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
one
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
two
of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
three

or more
of the following elements

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

 

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 

 

Presentation of information was exceptional and included
all
of the following elements:

 

·   Applies principles, knowledge and information from   scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

 

Presentation of information was good, but was superficial in places and included
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

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

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
one
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from and scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
two
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
three
of the following elements

 

·   Applies principles, knowledge and information and scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

10 Points

9 Points

 

 

6 Points

0 Points

Interactive Dialogue

 

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated
all
of the following:

 

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

Demonstrated 3 of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are substantive.

 

·            Responses are related to the topic of discussion.

Demonstrated 2 of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

Demonstrated 1 or less of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

 

·         Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

 

·   0-3 errors in APA format

 

AND

 

 

·   Responses have

0-3 grammatical,

spelling or

punctuation

errors.

 

AND

 

·   Writing style is generally clear, focused on topic,

and facilitates communication.

 

 

The following was present:

 

·   4-6 errors in APA format.

 

AND/OR

 

·   Responses have

4-5 grammatical,

spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is somewhat

focused on topic.

The following was present:

 

·   7-9 errors in APA format.

 

AND/OR

 

 

·   Responses have

6-7 grammatical, spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is

slightly focused

on topic making discussion difficult to understand.

The following was

present:

Nursing theories – received view and perceived view

 

·   10- 12 errors in APA format

 

AND/OR

 

 

·   Responses have 8-9 grammatical, spelling and punctuation

errors.

 

AND/OR

 

·   Writing style is not focused on topic, making discussion difficult to understand.

 

 

The following was

present:

 

·   13 – 15 errors in

APA format

 

AND/OR

 

·   Responses have

8-10 grammatical,

spelling or

punctuation

errors.

 

AND/OR

 

·   Writing style is not focused on topic, making discussion difficult to understand.

 

AND/OR

 

·   The student

continues to make repeated mistakes

in any of the above areas after written correction by the instructor.

 

The following was present:

 

·   16 to greater errors in APA format.

 

AND/OR

 

·   Responses have more than 10 grammatical, spelling or punctuation errors.

 

AND/OR

 

·   Writing style does not facilitate communication

 

 

0 Points Lost

 

 

 

 

5 Points Lost

Participation Requirements

 

Demonstrated the following:

 

·         Initial, peer, and faculty postings were made on 3 separate days

 

Failed to demonstrate the following:

 

·         Initial, peer, and faculty postings were made on 3 separate days

 

0 Points Lost

 

 

 

 

5 Points Lost

Due Date Requirements

Demonstrated
all
of the following:

 

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Nursing theories – received view and perceived view

 

 

 

Demonstrates
one

or less
of the following.

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

 

 

 

 

 

Grading Rubric Guidelines Week 8 ONLY

 

Performance  Category

100% or highest level of performance

100%

Very good or high level of performance

88%

Acceptable level of performance

81%

Inadequate demonstration of expectations

68%

Deficient  level of performance

56%

Nursing theories – received view and perceived view

Failing level

of performance

55% or less

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 

Presentation of information was exceptional and included
all
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was good, but was superficial in places and included all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

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

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
one
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
two
of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
three

or more
of the following elements

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Application of Course Knowledge
–

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 

 

Presentation of information was exceptional and included
all
of the following elements:

 

·   Applies principles, knowledge and information from   scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

 

Presentation of information was good, but was superficial in places and included
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

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

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
one
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from and scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
two
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
three
of the following elements

 

·   Applies principles, knowledge and information and scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

5 Points

4 Points

 

 

2 Points

0 Points

Interactive Dialogue

For Week 8 only:

 

Initial post should be a minimum of 200 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated
all
of the following:

 

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

 

Demonstrated 3 of the following:

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

Nursing theories – received view and perceived view

 

·         Responses are related to the topic of discussion.

Demonstrated 2 of the following:

 

 

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

Nursing theories – received view and perceived view

 

·         Responses are related to the topic of discussion.

Demonstrated 1 or less of the following:

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

4 Points

 

3 Points

2 Points

 

0 Points

Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

·         Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

 

·   0-4 errors in APA

format

 

AND

 

 

·   Responses have

0-4 grammatical,

spelling or

punctuation

errors.

 

AND

 

·   Writing style is

generally clear,

focused on topic,

and facilitates communication.

 

 

The following was present:

 

·   5-9 errors in APA format.

 

AND/OR

 

 

·   Responses have

5-9 grammatical, spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is

slightly focused

on topic making discussion difficult

to understand.

The following was

present:

 

·   10- 13 errors in

APA format

 

AND/OR

 

 

·   Responses have

10-13 grammatical, spelling and

punctuation errors.

 

AND/OR

 

·   Writing style is not focused on topic,

making discussion difficult to

understand.

 

 

The following was present:

 

·   14 to greater errors in APA format.

 

AND/OR

 

·   Responses have more

than 14 grammatical, spelling or punctuation errors.

 

AND/OR

 

·   Writing style does not facilitate communication

 

 

0 Points Lost

 

 

 

 

5 Points Lost

Participation Requirements

 

For Week 8 ONLY:

Demonstrated the following:

·         Initial, and peer or faculty postings were made on 2 separate days

 

Failed to demonstrate the following:

·         Initial, and peer or faculty postings were made on 2 separate days

 

 

0 Points Lost

5 Points Lost

Due Date Requirements

 

 

For Week 8 ONLY:

 

Demonstrated
all
of the following:

 

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer or one instructor response is to be posted within the course no later than Saturday, 11:59 pm MT.

 

 

 

 

 

Demonstrates
one

or less
of the following.

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer or one instructor response is to be posted within the course no later than Saturday, 11:59 pm MT.

 

 

NOTE:
To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Saturday. All discussion requirements must be completed by 11:59 pm MT Saturday of the eighth week. Nursing theories – received view and perceived view

*Scholarly source:
Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal.  You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These web sites
are not considered scholarly
as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.  For example American Heart Association is a .com site with scholarship and quality.  It is the responsibility of the student to determine the scholarship and quality of any .com site.  Ask your instructor before using any site that you are unsure of.   If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting.  This is defined to be 5 years or less.  Instructor permission must be obtained if using a source that is older than 5 years. Nursing theories – received view and perceived view

Pernicious, folate-deficiency, sideroblastic, chronic-inflammation, or post-hemorrhagic anemia pathophysiologies essays

Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.

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QUESTION

Discussion: Anemia

In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?

To Prepare

Review Chapter 21 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.

Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.

Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.

Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.

By Day 3

Post
an explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected. Compare these two types of anemia, as well as their potential causes. Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected. Pernicious, folate-deficiency, sideroblastic, chronic-inflammation, or post-hemorrhagic anemia pathophysiologies essays.

 

LEARNING RESOURCES

Prochnow, C. (n.d.). Restoring hope: A cancer patient shares her story. Retrieved September 11, 2012, from 
http://www.uwhealth.org/uw-carbone-cancer-center/restoring-hope-a-cancer-patient-shares-her-story/20371
.

Learning Objectives

Students will:

Analyze the pathophysiology of anemia

Compare the pathophysiology of iron deficiency anemia to the pathophysiology of other types of anemia

Evaluate the impact of patient factors on anemic disorders

Understand and apply key terms, concepts, and principles related to alterations of the hematological system

Photo Credit: JPC-PROD/iStock/Getty Images Plus/Getty images

Learning Resources

Required Readings

Huether, S. E., & McCance, K. L. (2012). 
Understanding pathophysiology
 (Laureate custom ed.). St. Louis, MO: Mosby.

 

Chapter 20, “Structure and Function of the Hematologic System”

 

This chapter examines components of the hematologic system, development of blood cells, mechanisms of hemostasis, and hematologic value changes in pediatrics and geriatrics. It also focuses on common blood tests for hematologic disorders.

 

Chapter 21, “Alterations of Hematologic Function”

 

This chapter focuses on common alterations of hematologic function, including alterations of erythrocyte function, leukocyte function, lymphoid function, splenic function, platelets, and coagulation.

 

Chapter 22, “Alterations of Hematologic Function in Children” Pernicious, folate-deficiency, sideroblastic, chronic-inflammation, or post-hemorrhagic anemia pathophysiologies essays

 

This chapter expands on alterations of hematologic function by presenting disorders that affect children, such as disorders of erythrocytes, coagulation, and platelets.

Hammer, G. D., & McPhee, S. J. (2019).
Pathophysiology of disease: An introduction to clinical medicine
(8th ed.). New York, NY: McGraw-Hill Education.

 

Chapter 6, “Blood Disorders”

 

This chapter begins by exploring the anatomy and physiology of blood and the coagulation system. It then examines two types of anemia caused by red cell disorders. White blood cell disorders and platelet disorders are also examined.

Required Media

http://evolve.elsevier.com/huether
.

Home

 

RUBRIC FOR PATHO 7 DISCUSSION.

 

 

 

Outstanding Performance

 

Excellent Performance

 

 

Competent Performance

Room for Improvement

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 (44%) – 44 (44%)

Thoroughly responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

supported by at least 3 current, credible sources

40 (40%) – 43 (43%)

Responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

75% of post has exceptional depth and breadth

supported by at least 3 credible references

35 (35%) – 39 (39%)

Responds to most of the discussion question(s)

is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of post has exceptional depth and breadth

supported by at least 3 credible references

31 (31%) – 34 (34%)

Responds to some of the discussion question(s)

one to two criteria are not addressed or are superficially addressed

is somewhat lacking reflection and critical analysis and synthesis

somewhat represents knowledge gained from the course readings for the module.

post is cited with fewer than 2 credible references

0 (0%) – 30 (30%)

Does not respond to the discussion question(s)

lacks depth or superficially addresses criteria

lacks reflection and critical analysis and synthesis

does not represent knowledge gained from the course readings for the module.

contains only 1 or no credible references

Main Posting:

Writing
Pernicious, folate-deficiency, sideroblastic, chronic-inflammation, or post-hemorrhagic anemia pathophysiologies essays

6 (6%) – 6 (6%)

Written clearly and concisely

Contains no grammatical or spelling errors

Fully adheres to current APA manual writing rules and style

5.5 (5.5%) – 5.5 (5.5%)

Written clearly and concisely

May contain one or no grammatical or spelling error

Adheres to current APA manual writing rules and style

5 (5%) – 5 (5%)

Written concisely

May contain one to two grammatical or spelling error

Adheres to current APA manual writing rules and style

4.5 (4.5%) – 4.5 (4.5%)

Written somewhat concisely

May contain more than two spelling or grammatical errors

Contains some APA formatting errors

0 (0%) – 4 (4%)

Not written clearly or concisely

Contains more than two spelling or grammatical errors

Does not adhere to current APA manual writing rules and style

Main Posting:

Timely and full participation

10 (10%) – 10 (10%)

Meets requirements for timely and full participation

posts main discussion by due date

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

Does not meet requirement for full participation

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings

responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 (8.5%) – 8.5 (8.5%)

Response exhibits critical thinking and application to practice settings

7.5 (7.5%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting

Pernicious, folate-deficiency, sideroblastic, chronic-inflammation, or post-hemorrhagic anemia pathophysiologies essays

6.5 (6.5%) – 7 (7%)

Response is on topic, may have some depth

0 (0%) – 6 (6%)

Response may not be on topic, lacks depth

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5.5 (5.5%) – 5.5 (5.5%)

Communication is professional and respectful to colleagues

Response to faculty questions are answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 (4.5%) – 4.5 (4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 (0%) – 4 (4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely and full participation

posts by due date

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

Does not meet requirement for full participation

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 (8.5%) – 8.5 (8.5%)

Response exhibits critical thinking and application to practice settings

7.5 (7.5%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 (6.5%) – 7 (7%)

Response is on topic, may have some depth

0 (0%) – 6 (6%)

Response may not be on topic, lacks depth

Second Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5.5 (5.5%) – 5.5 (5.5%)

Communication is professional and respectful to colleagues

Response to faculty questions are answered if posed

Provides clear, concise opinions and ideas that are supported by two or more credible sources

Response is effectively written in Standard Edited English

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 (4.5%) – 4.5 (4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 (0%) – 4 (4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

Second Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely and full participation

Posts by due date

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

NA

0 (0%) – 0 (0%)

Does not meet requirement for full participation

Total Points: 100 Pernicious, folate-deficiency, sideroblastic, chronic-inflammation, or post-hemorrhagic anemia pathophysiologies essays

MSN Core Discussion Guidelines and Rubric

Threaded Discussion:

Assignment Guidelines with Scoring Rubric

Purpose:

The purpose of required threaded discussions is an interactive dialogue among instructors and students to assist the student in organizing, integrating, applying and critically appraising one’s knowledge regarding the nursing profession and selected area of practice.  Scholarly information obtained from current sources as well as professional communication is required.  Application of information to professional experiences promotes the analysis and use of principles, knowledge and information learned and related to real-life professional situations.  Interactive dialogue among instructors and peers foster the development of a learning community as ideas, perspectives and knowledge is shared.

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Due Date:
First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT.  Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Saturday 11:59 pm MT.  Please note that the late assignment policy does not apply to the threaded discussions.

 

Total Points Possible:
Varies with course, please see specific course syllabus.  These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.

Requirements:

Description of the Assignment

Initial posting: This is defined to be the initial post in which the student responds to the

required threaded discussion topic.  The first posting by a student within the required

discussion area is considered to be the initial posting and will be evaluated using the rubric

criteria.  Scholarship in communication is expected.  Required scholarly source(s) provide

specific information that thoroughly address the required topic.  For the initial posting,

one scholarly source must be presented.  The scholarly source must be an outside

The initial posting must occur before Wednesday, 11:59 pm MT.  Initial postings must be at a minimum of 300 words.  References do not apply toward word count.
ONLY in Week 8,
the initial posting must be a minimum of 200 words with a scholarly reference.  It remains due by Wednesday, 11:59 pm MT.

Peer responses:  As part of the threaded discussion requirements, the student must

The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT.  This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply.  Peer responses must be a minimum of 150 words. References do not apply toward word count.

Instructor response:  The student must respond to an instructor’s follow-up questions. The

instructor’s question may be directed to the student or may be a question directed to another

student in the section.  The response must be comprehensive and scholarly in nature.  Instructor

responses must be a minimum of 150 words.  References do not apply toward word count.

The response to the instructor must occur on a day different from the initial post and a day

different from the peer response. Responses to the instructor must occur before Sunday, 11:59

pm MT.

For week 8 only:
Students are expected to post a peer response or an instructor post but are not

required to do both. These posts must be a minimum of 100 words. References do not apply

toward word count. The peer or instructor response must be on a different day than the initial

post and must occur before Saturday, 11:59 pm MT due to the shorter week.

 

Posting Requirements:

The initial posting must be provided before Wednesday, 11:59 pm MT.

The initial posting must have at least one scholarly outside source that is cited within the

posting and referenced.  Required course textbooks, assigned readings and lesson information

are not considered to be outside scholarly sources.

Initial posting must be a minimum of 300 words; peer responses and instructor responses a

minimum 150 words.

The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.

All postings are substantive and relate to the graded threaded discussion topic.

Only one small quote (15 words or less) within the entire initial posting is accepted.

Postings must occur on 3 separate days.

For week 8 only:
the required postings are amended due to the shorter week. Two posts are

required. One initial post and either a peer response or an instructor response. Initial post must

be a minimum of 200 words and the peer or instructor response must be a minimum of 100

words. Both posts are required to be on two separate days. All posts must be made by

Saturday, 11:59 pm MT.

 

Criteria for Content

Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic.  Each reference must be scholarly.

Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.

Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.

Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.

For week 8 only:
the required postings are amended due to the shorter week. Two posts are     One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Saturday, 11:59 pm MT.

Criteria for Format and Special Instructions

Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.

When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.

Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site.  If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted.  Students are cautioned to use care regarding .com sites.  Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking.  It is recommended that you check with your instructor before using a .com website as a reference.

Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source.  The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

 

 

 

 

 

 

 

Category

Points for

Weeks 1 – 7

Points for

Week 8 ONLY

%

Description

Scholarliness

16

8

32

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Application of Course Knowledge

16

8

32

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the course lesson and outside readings and relate them to real-life professional situations.

Interactive Dialogue

10

5

20

Initial post should be a minimum of 300 words

The peer and instructor responses should be a minimum of 150 words each.

Responses are substantive and relate to the graded threaded discussion topic.

Week 8 only:

Initial posts should be a minimum of 200 words.

The peer or instructor response should be a minimum of 100 words.

Grammar, Syntax, and APA

8

4

16

Students are expected to demonstrate proper grammar, syntax, and APA style of writing.  Correct APA format is expected within the text of the assignment as well as the reference page(s).

Participation Requirements

5 points deducted if not demonstrated

 Initial, peer, and faculty postings were made on 3 separate days.

Week 8 only: Initial, and peer or faculty posts were made on 2 separate days.

Participation Deadline

5 points deducted if not demonstrated

The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

The peer and instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT

 

Week 8 only:

Both initial posting and peer or instructor responses are to be posted no later than Saturday, 11:59 pm MT.

TOTAL

50 points

25 points

100

 

 

 

 

 

Grading Rubric Guidelines Week 1-7

 

Performance  Category

100% or highest level of performance

100%

 

16 points

Very good or high level of performance

88%

 

14 points

Acceptable level of performance

81%

 

13 points

Inadequate demonstration of expectations

68%

 

11 points

 

Deficient  level of performance

56%

 

9 points

 

Failing level

of performance

 

55% or less

 

0 points

 

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 

Presentation of information was exceptional and included
all
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information was good, but was superficial in places and included all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

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

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
one
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
two
of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
three

or more
of the following elements

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

 

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 

 

Presentation of information was exceptional and included
all
of the following elements:

 

·   Applies principles, knowledge and information from   scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

 

Presentation of information was good, but was superficial in places and included
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

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

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
one
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from and scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
two
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
three
of the following elements

 

·   Applies principles, knowledge and information and scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

10 Points

9 Points

 

 

6 Points

0 Points

Interactive Dialogue

 

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated
all
of the following:

 

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

Demonstrated 3 of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are substantive.

 

·            Responses are related to the topic of discussion MSN Core Discussion Guidelines and Rubric.

Demonstrated 2 of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

Demonstrated 1 or less of the following:

·         Initial post must be a minimum of 300 words.

 

·         The peer and instructor responses must be a minimum of 150 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

 

·         Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

 

·   0-3 errors in APA format

 

AND

 

 

·   Responses have

0-3 grammatical,

spelling or

punctuation

errors.

 

AND

 

·   Writing style is generally clear, focused on topic,

and facilitates communication.

 

 

The following was present:

 

·   4-6 errors in APA format.

 

AND/OR

 

·   Responses have

4-5 grammatical,

spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is somewhat

focused on topic.

The following was present:

 

·   7-9 errors in APA format.

 

AND/OR

 

 

·   Responses have

6-7 grammatical, spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is

slightly focused

on topic making discussion difficult to understand.

The following was

present:

 

·   10- 12 errors in APA format

 

AND/OR

 

 

·   Responses have 8-9 grammatical, spelling and punctuation

errors.

 

AND/OR

 

·   Writing style is not focused on topic, making discussion difficult to understand.

 

 

The following was

present:

 

·   13 – 15 errors in

APA format

 

AND/OR

 

·   Responses have

8-10 grammatical,

spelling or

punctuation

errors. MSN Core Discussion Guidelines and Rubric

 

AND/OR

 

·   Writing style is not focused on topic, making discussion difficult to understand.

 

AND/OR

 

·   The student

continues to make repeated mistakes

in any of the above areas after written correction by the instructor.

 

The following was present:

 

·   16 to greater errors in APA format.

 

AND/OR

 

·   Responses have more than 10 grammatical, spelling or punctuation errors.

 

AND/OR

 

·   Writing style does not facilitate communication

 

 

0 Points Lost

 

 

 

 

5 Points Lost

Participation Requirements

 

Demonstrated the following:

 

·         Initial, peer, and faculty postings were made on 3 separate days

 

Failed to demonstrate the following:

 

·         Initial, peer, and faculty postings were made on 3 separate days

 

0 Points Lost

 

 

 

 

5 Points Lost

Due Date Requirements

Demonstrated
all
of the following:

 

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

 

 

 

 

Demonstrates
one

or less
of the following.

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

 
 

Grading Rubric Guidelines Week 8 ONLY

 

Performance  Category

100% or highest level of performance

100%

Very good or high level of performance

88%

Acceptable level of performance

81%

Inadequate demonstration of expectations

68%

Deficient  level of performance

56%

Failing level

of performance

55% or less

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 

Presentation of information was exceptional and included
all
of the following elements:

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

MSN Core Discussion Guidelines and Rubric

Presentation of information was good, but was superficial in places and included all of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

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

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
one
of the following elements:

MSN Core Discussion Guidelines and Rubric

 

 

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
two
of the following elements:

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in
three

or more
of the following elements

·         Provides evidence of scholarly inquiry relevant to required TD topic(s).

 

·         Presents specific information from scholarly sources to develop a comprehensive presentation of facts.

 

·         Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*

 

·         Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

 

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Application of Course Knowledge
–

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 

 

Presentation of information was exceptional and included
all
of the following elements:

 

·   Applies principles, knowledge and information from   scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

 

Presentation of information was good, but was superficial in places and included
all
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

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

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
one
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from and scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
two
of the following elements:

·   Applies principles, knowledge and information from scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned from scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

Presentation of information is unsatisfactory in
three
of the following elements

 

·   Applies principles, knowledge and information and scholarly resources to the required topic.

 

·   Applies facts, principles or concepts learned scholarly resources to a professional experience.

 

·   Application of information is comprehensive and specific to the required topic.

 

5 Points

4 Points

 

 

2 Points

0 Points

Interactive Dialogue

For Week 8 only:

 

Initial post should be a minimum of 200 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated
all
of the following:

 

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

 

Demonstrated 3 of the following:

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

Demonstrated 2 of the following:

 

 

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

Demonstrated 1 or less of the following:

·         Initial post must be a minimum of 200 words.

 

·         The peer or instructor responses must be a minimum of 100 words each.

 

·         Responses are

substantive.

 

·         Responses are related to the topic of discussion.

 

4 Points

 

3 Points

2 Points

 

0 Points

Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

·         Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

 

·   0-4 errors in APA

format

 

AND

 

 

·   Responses have

0-4 grammatical,

spelling or

punctuation

errors.

 

AND

 

·   Writing style is

generally clear,

focused on topic,

and facilitates communication.

 

 

The following was present:

 

·   5-9 errors in APA format.

 

AND/OR

 

 

·   Responses have

5-9 grammatical, spelling or

punctuation

errors.

 

AND/OR

 

 

·   Writing style is

slightly focused

on topic making discussion difficult

to understand.

The following was

present:

 

·   10- 13 errors in

APA format

 

AND/OR

 

 

·   Responses have

10-13 grammatical, spelling and

punctuation errors.

 

AND/OR

 

·   Writing style is not focused on topic,

making discussion difficult to

understand.

 

 

MSN Core Discussion Guidelines and Rubric

The following was present:

 

·   14 to greater errors in APA format.

 

AND/OR

 

·   Responses have more

than 14 grammatical, spelling or punctuation errors.

 

AND/OR

 

·   Writing style does not facilitate communication

 

 

0 Points Lost

 

 

 

 

5 Points Lost

Participation Requirements

 

For Week 8 ONLY:

Demonstrated the following:

·         Initial, and peer or faculty postings were made on 2 separate days

 

Failed to demonstrate the following:

·         Initial, and peer or faculty postings were made on 2 separate days

 

 

0 Points Lost

5 Points Lost

Due Date Requirements

 

 

For Week 8 ONLY:

 

Demonstrated
all
of the following:

 

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer or one instructor response is to be posted within the course no later than Saturday, 11:59 pm MT.

 

 

 

 

 

Demonstrates
one

or less
of the following.

·         The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

 

·         A minimum of one peer or one instructor response is to be posted within the course no later than Saturday, 11:59 pm MT.

 

 

NOTE:
To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Saturday. All discussion requirements must be completed by 11:59 pm MT Saturday of the eighth week.

*Scholarly source:
Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. MSN Core Discussion Guidelines and Rubric Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal.  You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These web sites
are not considered scholarly
as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.  For example American Heart Association is a .com site with scholarship and quality.  It is the responsibility of the student to determine the scholarship and quality of any .com site.  Ask your instructor before using any site that you are unsure of.   If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting.  This is defined to be 5 years or less.  Instructor permission must be obtained if using a source that is older than 5 years. MSN Core Discussion Guidelines and Rubric

Sample Annotated Bibliography Nursing Essay

Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of 
one type of clinical system
 to improve outcomes and/or efficiencies, such as “the use of EMR ( Electronic medical records) to support patients newly diagnosed with hypertension.”

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Develop an annotated bibliography that follows the organization of the Sample Annotated Bibliography resource provided in this Competency.

Complete the annotated bibliography for each of the five peer-reviewed articles you selected for the one type of clinical system you selected. Be sure to include the following:

An introduction of each peer-reviewed article selected.

APA citation of each peer-reviewed article selected.

Summarize the study in each peer-reviewed article selected.

Analyze each peer-reviewed article selected. What are the benefits and limitations of each peer-reviewed article? Sample Annotated Bibliography Nursing Essay

Explain the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system that each peer-reviewed article described. Be specific and provide examples.

 

Sample Annotated Bibliography

Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism. Sample Annotated Bibliography Nursing Essay.

Annotated
Bibliography

Kenny, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.),
Play therapy in middle childhood
(pp. 103–147)
.
Washington, DC: American Psychological Association.

In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions.

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy.

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD. Sample Annotated Bibliography Nursing Essay

Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C. E. Schaefer (Eds.),
Play therapy in middle cildhood
(pp. 237–255). Washington, DC: American Psychological Association.

Stagmitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagmitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program.

Stagmitti offered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagmitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.

Although Stagmitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.

Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism.
Child Language and Teaching Therapy
,
15
(1), 17–28. doi:10.1037/14776-014

Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.

This research is useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research.

Sample_Annotated_Bibliography
 Sample Annotated Bibliography Nursing Essay

NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

Politics, patient protection and Affordable Care Act

Efforts to repeal or replace Affordable Care Act (ACA) have been subject of much political debate that have the subtle connotation of selfishness by politicians with a view to maximizing voter support. In fact, it is not uncommon for factual information to be misrepresented with the intention of swaying public opinion and gaining ‘political mileage’ (Feldstein, 2006). NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

A review of ACA and the reasons for its enactment in 2010 shows that it…

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Discussion – Week 3

Politics and the Patient Protection and Affordable Care Act

Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.

The suppliers of legislative benefits are legislators, and their primary goal is to be re-elected. Thus, legislators need to maximize their chances for re-election, which requires political support. Legislators are assumed to be rational and to make cost-benefit calculations when faced with demands for legislation. However, the legislator’s cost-benefit calculations are not the cost-benefits to society of enacting particular legislation. Instead, the benefits are the additional political support the legislator would receive from supporting legislation and the lost political support they would incur as a result of their action. When the benefit to legislators (positive political support) exceeds their costs (negative political support) they will support legislation. (page 27) NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

Source: Feldstein, P. (2006). The politics of health legislation: An economic perspective (3rd ed.). Chicago, IL: Health Administration Press.

To Prepare:

Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).

Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3

Post an explanation for how you think the cost-benefit analysis in the statement from page 27 of Feldstein (2006) affected efforts to repeal/replace the ACA. Then, explain
how analyses such as the one portrayed by the Feldstein statement may affect decisions by legislative leaders
in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid).

By Day 6 of Week 3

Respond to at least two of your colleagues* on two different days by expanding on their explanation and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

*Note: Throughout this program, your fellow students are referred to as colleagues.

 

Politics, patient protection and Affordable Care Act

Name

Institution

Politics, patient protection and Affordable Care Act

Efforts to repeal or replace Affordable Care Act (ACA) have been subject of much political debate that have the subtle connotation of selfishness by politicians with a view to maximizing voter support. In fact, it is not uncommon for factual information to be misrepresented with the intention of swaying public opinion and gaining ‘political mileage’ (Feldstein, 2006).

A review of ACA and the reasons for its enactment in 2010 shows that it was intended to expand access to care, make coverage more affordable, and reduce the number of uninsured Americans. To realize these objectives, the legislation created new marketplaces where insurers offer polices directly to persons without employer coverage, and expanded Medicaid eligibility. Over the course of the nine years that ACA has been operational, health insurance coverage has increased by 20 million, while 24 million Americans have enjoyed free and subsidized medical care through expansions to Medicaid and marketplace tax credits.

Despite the major successes reported from ACA, the legislation faces strong political debate over its repeal and replacement. The political debate has presented four proposals. The first proposal is to make no changes to ACA and maintain the status quo. This proposal would continue increasing the federal deficit and health insurance coverage thus making it unappealing to voters concerned with federal deficit and appealing to voters who are only able to get health insurance coverage through ACA (Rand Corporation, 2019). NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

The second proposal is to repeal ACA while replacing it through either adopting the American Health Security Act that was introduced by Senator Bernie Sanders in 2011, or the Health Insurance Solution. This proposal is based on the fact of financial estimates that health care spending would increase to $1 trillion, a concern for the blooming government spending. The proposal is anticipated to reduce federal expenditure by $40 billion and national health care expenditure by $211 billion relative to ACA. However, the savings would be accompanied by uninsured persons increasing by 9 million Americans. This proposal appeals to voters who are concerned by the blooming government expenditures but who also support the ideals presented in ACA. Through adopting the proposal, they are able to reduce tax burden, and reduce the guilt linked to denying others health insurance coverage since they would argue that most Americans have coverage and only a minority are not covered. In presenting this proposal, politicians would receive support from persons concerned about the tax burden, but not from the 9 million Americans who will lack insurance coverage (Rand Corporation, 2019).

The third proposal is to repeal ACA without replacement. This proposal is anticipated to allow the government save on ACA expenditure, a figure of close to $1 trillion that would then be allocated towards other government endeavors. Although this proposal would appeal to taxpayers, especially the high income earnings who feel particularly burdened, it would increase insurance prices by 8% and deny more than 12 million Americans access to health care. The implication is that the proposal would appeal to voters who are able to access healthcare without ACA (increasing the politician’s popularity among them), but would not appeal to the voters who cannot health care without ACA (reducing the politician’s popularity among them) (Rand Corporation, 2019).

The fourth proposal is to replace ACA with a single payer approach (the American Health Care Act – AHCA). AHCA proposes to make significant changes to ACA to include repealing mandates, introducing continuous coverage, change the age-based rate banding, and replacing income-based subsidies with fixed age-based subsidies. Applying this proposal would initially increase federal deficit by $38 million before reducing it by $5 billion 6 years later, and reduce insurance enrollment by 14 million Americans. This proposal would appeal to persons concerned with federal deficits but not-appeal to the 14 million Americans who would lack insurance coverage. This implies that the politicians who make this proposal would receive support from voters concerned with federal deficit and receive condemnation from voters who would lack insurance coverage (Rand Corporation, 2019).

One must accept that political decisions are typically guided by voter expectations. In addition, one must acknowledge that the debate surrounding ACA is polarized because of voter expectations with politicians tending to make proposals that appeal to the majority of voters in their constituents. Overall, voters’ expectations affect decisions by legislative leaders in recommending and positioning national policies as evidenced by the political debates about ACA. NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

 

References

Feldstein, P. (2006).
The politics of health legislation: An economic perspective
(3
rd
ed.). Chicago, IL: Health Administration Press.

Rand Corporation (2019).
The Future of U.S. Health Care: Replace or Revise the Affordable Care Act?
Retrieved from https://www.rand.org/health-care/key-topics/health-policy/in-depth.html

NURS-6050, week 3 discussion. Politics and the patient protection and affordable care act

This Nursing theories CLC Assignment – NRS-430V Professional Dynamics is a Collaborative Learning Community (CLC) assignment.

Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10-15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:

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Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.

Explain how the nursing theory incorporates the four metaparadigm concepts.

Provide three evidence-based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.

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

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Since you will not actually be presenting to the class, well written, detailed speakers notes that include in-text citations are expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Nursing theories CLC Assignment – NRS-430V Professional Dynamics