Category: Nursing

Nursing Evidence-Based Practice: Research Evidence Appraisal Tool

Evidence Level and Quality:_______________________

Article Title:

 

 

Number:

 

Author(s):

 

 

PublicationDate:

Journal:

 

 

Setting:

 

 

Sample

(Composition&size):

 

Does this evidence address my EBP question?

 

 

£Yes

 

£No

Do not proceed with appraisal of this evidence

Level of Evidence (Study Design)

A. Is this a report of a single research study?  
If No, go to B
.

 

1.     Was there manipulation of an independent variable?

Was there a control group?

Were study participants randomly assigned to the interventionand control groups?

 

 

If Yes to all three, this is a Randomized Controlled Trial (RCT) or Experimental Study   

 

 

 

If Yes to #1and #2 and No to #3, OR Yes to #1 and No to #2and#3, this is Quasi Experimental
(some degree of investigator control, some manipulation of

an independent variable, lacks random assignment to groups, may have a control group)

 

 

If No to #1, #2, and #3, this is Non-Experimental
(no manipulation of independent variable, can be descriptive, comparative, or correlational, often uses secondary data)
or Qualitative
(exploratory in naturesuch as interviews or focus groups, a starting point for studies for which little research currently exists, has small sample sizes,  may use results  to design empirical studies)

 

 

 

 

 

NEXT, complete THE bOTTOM SECTION ON THE Following PAGE
, “
STUDY FINDINGS THAT HELP YOU ANSWER THE EBP QUESTION”

 

 

 

 

 

 

 

 

 

 

£ LEVEL  I

 

 

 

 

 

 

£LEVEL II

 

 

 

 

 

 

 

£ LEVEL III

 

 

£Yes

 

£Yes

£Yes

 

£Yes

 

 

£No

 

£No

£No

 

£No

 

 

B.  Is this a summary of multiple research studies?
If No, go to Non-Research Evidence Appraisal Form.

 

1.     Does it employ a comprehensive search strategy and rigorous appraisal method (
Systematic Review)? 
If No, use Non-Research Evidence Appraisal Tool; if Yes:

 

a.     Does it combine and analyze results from the studies to generate a new statistic (effect size)? (
Systematic review with meta-analysis
)

b.    Does it analyze and synthesize concepts from qualitative studies? (
Systematic review with meta-synthesis
)

 

If Yes to either a or b, go to #2B below.

 

2.     For Systematic Reviews and Systematic Reviews with meta-analysis or meta-synthesis:

a.     Are all studies included RCTs?

 

b.    Are the studies a combination of RCTs and quasi-experimental or

quasi-experimental only?

 

c.     Are the studies a combination of RCTs, quasi-experimental and

non-experimental or non-experimental only?

 

d.    Are any or all of the included studies qualitative?

 

 

complete THE
NEXT SECTION,
“
STUDY FINDINGS THAT HELP YOU ANSWER THE EBP QUESTION”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

£ LEVEL  I

 

 

£ LEVEL II

 

 

£ LEVEL IIl

 

£ LEVEL IIl

 

 

 

£Yes

 

 

 

£Yes

 

 

£Yes

 

£Yes

 

 

 

 

 

 

£No

 

 

 

£No

 

 

£No

 

£No

 

 

 

 

Study findings that help you answer the EBP question
:

 

 

 

 

ORDER A PLAGIARISM-FREE PAPER NOW

 

 

 

 

 

 

 

 

 

 

 

 

 

NOW COMPLETE THE FOLLOWING PAGE, “QUALITY APPRAISAL OF RESEARCH STUDIES”, AND ASSIGN A QUALITY SCORE TO YOUR ARTICLE

Quality Appraisal of Research Studies

·         Does the researcher identify what is known and not known about the problem and how the study will address any gaps in knowledge?

·         Was the purpose of the study clearly presented?

·         Was the literature review current (most sources within last 5 years or classic)?

·         Was sample size sufficient based on study design and rationale?

·         If there is a control group:

o    Were the characteristics and/or demographics similar in both the control and intervention groups?

o    If multiple settings were used, were the settings similar?

o    Were all groups equally treated except for the interventiongroup(s)?

·         Are data collection methods described clearly?

·         Were the instruments reliable (Cronbach’s α [
alpha
]
>
0.70)?

·         Was instrument validity discussed?

·         If surveys/questionnaires were used, was the response rate
>
25%?

·         Were the results presented clearly?

·         If tables were presented, was the narrative consistent with the table content?

·         Were study limitations identified and addressed?

·         Were conclusions based on results?

 

£Yes

£Yes

£Yes

£Yes

 

 

£Yes

£Yes

£Yes

£Yes

 

£Yes

£Yes

 

£Yes

 

£Yes

 

£Yes

 

£Yes

 

£Yes

 

 

£No

£No

£No

£No

 

 

£No

£No

£No

£No

 

£No

£No

 

£No

 

£No

 

£No

 

£No

 

£No

 

 

 

 

 

 

 

 

£NA

£NA

£NA

 

 

£NA

£NA

 

£NA

 

 

 

£NA

 

Quality Appraisal of Systematic Review with or without Meta-Analysis or Meta-Synthesis

·         Was the purpose of the systematic review clearly stated?

·         Were reports comprehensive, with reproducible search strategy?

o  Key search terms stated

o  Multiple databases searchedand identified

o  Inclusion and exclusion criteria stated

·         Was there a flow diagram showing the number of studies eliminated at each level of review?

·         Were details of included studies presented (design, sample, methods, results, outcomes, strengths and limitations)?

·         Were methods for appraising the strength of evidence (level and quality) described?

·         Were conclusions based on results?

o    Results were interpreted

o   Conclusions flowed logically from the interpretation and systematic review question

·         Did the systematic review include both a section addressing limitations and how they were addressed?

£Yes

£Yes

£Yes

£Yes

£Yes

 

£Yes

 

£Yes

 

£Yes

 

£Yes

£Yes

£Yes

 

£Yes

£No

£No

£No

£No

£No

 

£No

 

£No

 

£No

 

£No

£No

£No

 

£No

Quality Rating Based on quality appraisal

A
High quality:
  consistent, generalizable results; sufficient sample size for the study design; adequate control; definitive conclusions; consistent recommendations based on comprehensiveliterature review that includes thorough reference to scientific evidence

B
Good quality:
reasonably consistent results; sufficient sample size for the study design; some control, and fairly definitive conclusions; reasonably consistent recommendations based on fairly comprehensive literature review that includes some reference to scientific evidence

C 
Low quality or major flaws
:
little evidence with inconsistent results; insufficient sample size for the study design; conclusions cannot be drawn

post
 an analysis of the obstacles that impact interoperability of the disease surveillance systems.

Propose ways to improve/address the legal, ethical, and practical data-sharing obstacles.

Evaluate how this impacts the future of local, state, national, and international systems/agencies sharing and use of information.

500 words to 600

Walden University Exams & Assignments – NURS 6211 Finance & Economics in Healthcare Delivery

We are ready to help with all your academic writing needs, from essays and assignments, to discussions and posts, as well as the exams. Please get in touch for more information on how we can make your university life stress free.

 

Walden University Exams & Assignments – NURS 6211 Finance & Economics in Healthcare Delivery Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Barta, A. (2010). Dashboards: A required business management tool. 
Biomedical Instrumentation & Technology, 44
(3), 228–30.

Dickson, J. K., Bulley, S., & Oliver, D. (2014). Efficiency and perceptions of cost in healthcare. 
British Journal Of Healthcare Management,
 20(5), 222-226.

Gillen, S. (2012). Most nurses are struggling with inadequate staffing, survey shows. 
Nursing Standard, 26
(34), 9.

Harris, J. L., & Ott, K. (2008). Building the business case for the clinical nurse leader role.
 Nurse Leader
, 6(4), 25-37.

Himmelstein, D. U., Jun, M., Busse, R., Chevreul, K., Geissler, A., Jeurissen, P., … & Woolhandler, S. (2014). A comparison of hospital administrative costs in eight nations: US costs exceed all others by far.
 Health Affairs
, 33(9), 1586-1594.

Jenkins, A., & Eckel, S. (2012). Analyzing methods for improved management of workflow in an outpatient pharmacy setting. A
merican Journal of Health-System Pharmacy, 69
(11), 966–971.

Kaplan, R. S., Witkowski, M., Abbott, M., Barboza Guzman, A., Higgins, L. D., Meara, J. G., & … Feeley, T. W. (2014). Using time-driven activity-based costing to identify value improvement opportunities in healthcare.
 Journal Of Healthcare Management, 
59(6), 399-412.

Kaufman, K., & Grube, M. (2009). Making the right decisions in a consolidating market. 
Healthcare Financial Management, 63
(7), 44–52.

King, M. (2012). Health reform: Special report. Health reform turns two: After passage of the Affordable Care Act, the work—and the criticisms—persist. 
State Legislatures, 38
(3), 12–17.

McClellan, M. (2011). Reforming payments to healthcare providers: The key to slowing health care cost growth while improving quality? 
Journal of Economic Perspectives
, 25(2), 69–92.

Moore, A., & Waters, A. (2012). Getting ratios right, for the patients’ sake. 
Nursing Standard, 26
(31), 16–19.

Mulva, S., & Dai, J. (2009) Health care facility benchmarking. 
HERD, 3
(1), 28–37.

Nash, M., Pestrue, J., Geier, P., Sharp, K., Helder, A., & McAlearney, A. (2010). Leveraging information technology to drive improvement in patient satisfaction. 
Journal for Healthcare Quality: Promoting Excellence in Health care, 32
(5), 30–40.

Nickital, D. (2013). Health care spending: the cold, hard facts of cost, quality and care. 
Nursing Economics
, 31(1), 5-11.

Nurse to patient ratios impact burnout worldwide. (2012). 
Australian Nursing Journal, 19
(10), 19.

Sanford, K. (2011). Back to basics: The challenges of a nurse executive. 
Nurse Leader
, 9(1), 28–31.

Sanford, K. (2011). The case for nursing leadership development. 
Healthcare Financial Management, 65
(3), 100–104, 106.

Serb, C. (2011). Effective dashboards: What to measure and how to show it. 
Hospitals & Health Networks, 85
(6), 40.

Studer, Q. (2010). Do your nurses speak finance? 
Healthcare Financial Management, 64
(6), 80–84.

Thorpe, L., Kovach, S., Vins, W., & Stefanak, M. (2010). Business process analysis and redesign methods: improving response to telephone-based reports in a local health department. 
Public Health Reports, 125
(6), 903–908.

Wadsworth, T., Graves, B., Glass, S., Harrison, A., Donovan, C., & Proctor, A. (2009). Using business intelligence to improve performance. 
Healthcare Financial Management, 63
(10), 68–72.

Waldman, D. (2014). The health of healthcare, part V: Is the very freedom of providers at risk? 
The Journal of Medical Practice Management: MPM
, 29, (6), 366-368.

White, K. (2011). Back to Basics: The Challenges of a Nurse Executive. 
Nurse Leader, 9
(2), 27–30.

Zelman, W., McCue, M.,, & Glick, N. (2009). 
Financial management of health care organizations: An introduction to fundamental tools, concepts, and applications
 (3rd ed.). Hoboken, NJ: Jossey-Bass.

Zismer, D., Sterms, J., & Claus, B. (2011). Capital efficiency and integrated health system designs. 
Healthcare Financial Management, 65
(7), 88–90, 92, 94.

WALDEN UNIVERSITY NURS 3015 Pathopharmacology

NURS 3015 Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Campanelli, C.M. (2012). American Geriatrics Society Updated Beers Criteria for potentially inappropriate medication use in older adults. The American Geriatrics Society 2012 Beers Criteria Update Expert Panel. 
Journal of the American Geriatrics Society
, 60 (4), 616-631.

Walden University Exams & Assignments – NURS 6220 Human Resource Management

We are ready to help with all your academic writing needs, from essays and assignments, to discussions and posts, as well as the exams. Please get in touch for more information on how we can make your university life stress free.

 

Walden University Exams & Assignments – NURS 6220 Human Resource Management Required Course Readings

 The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Kramer, M., & Schmalenberg, C. (2004). Essentials of a magnetic work environment: Part 1. 
Nursing, 34
(6), 50–54.

Kramer, M., & Schmalenberg, C. (2004). Essentials of a magnetic work environment: Part 2. 
Nursing, 34
(7), 44–47.

Kramer, M., Schmalenberg, C., & Maguire, P. (2004). Essentials of a magnetic work environment: Part 3. 
Nursing, 34
(8), 44–47.

Kramer, M., Schmalenberg, C., & Maguire, P. (2004). Essentials of a magnetic work environment: Part 4.
 Nursing, 34
(9), 44–48.

Porter-O’Grady, T. (2004). Embracing conflict: Building a healthy community. 
Health Care Management Review, 29
(3), 181–187.

Simpson, R. (2002). IT alleviates health care’s “healing crisis.” 
Nursing Management, 33
(7), 8–9.

Sportsman, S. (2005). Build a framework for conflict assessment. 
Nurse Management, 36
(4), 32–40.

Stein, M., & Deese, D. (2004). Addressing the next decade of nursing challenges. 
Nursing Economics, 22
(5), 273–279.

Weber, N., & Patten, L. (2005). Shoring up for efficiency. 
Health Management Technology, 26
(1), 34–36.

Addressing Bias Guidelineswith Scoring Rubric

Purpose

In today’s current healthcare settings, the increasing diversity, globalization, and expanding technologies produce complex ethical pressures that influence nursing practice and practice outcomes. To be effective in amaster’s-prepared advanced nurse practice role it is important to understand personal values, beliefs, strengths, and limitations. The purpose of this assessment is to promote introspective reflection related to implicit and/or explicit personal biases. Students will develop a plan to reduce bias and promote personal and professional growth.

Course Outcomes

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

CO1: Examine roles and competencies of master’s-prepared nurses essential to performing as leaders and advocates of safe and quality care. (POs 1,2,3, and 10)

CO2: Apply concepts of person-centered care to nursing practice situations. (POs 1,6, and 7)

ORDER A PLAGIARISM-FREE PAPER NOW

Requirements

Criteria for Content

Complete a self-inventory on personal biases you hold. The biases might be implicit or explicit.

In a one to two-pagesummary, address the following.

Identify your selected specialty track (family nurse practitioner)

Discuss how biases can impact outcomes in selected nursing practice settings.

Identify personal biases and attitudes toward people with various cultural, gender, sexual orientation, age, weight, and religions that are different than your own.

Select one bias that you have.

Develop one strategy to reduce this bias.

 

Preparing the paper

Submission Requirements

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

Length: The paper (excluding the title page and reference page) is at maximum two pages.

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

Submission: Submit your files: Last name_Firstinitial_Assessment2_Addressing Bias

 

Best Practices in Preparing the Project

The following are best practices in preparing this project.

Review directions thoroughly.

Follow submission requirements.

Make sure all elements on the grading rubric are included.

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

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

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

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

Abide by CCN academic integrity policy.

 

Grading Criteria

Category

Points

%

Description

Introduction

8

10%

Introduction includes general statements on biases and how biases influence interactions and affect outcomes. Identify sections of the paper. Provide support from scholarly literature.

Discussion of Bias

22

30%

Identification of selected specialty track.Discuss how biases can influence and affect outcomes in selected specialty area of professional practice. Provide citations from scholarly nursing literature that support your position.

Identification of Personal Bias

8

10%

Identify one personal bias that you have. Identify if the biasis implicit or explicit in nature.

Strategy to Reduce Bias

11

15%

Develop one strategy to reduce bias.

Self-Reflection

18

25%

Provide a self-reflection regarding what was learned from completing this assessment.

APA Format

4

5%

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

Writing Mechanics

4

5%

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

Total

75

100

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

Grading Rubric

Assessment Criteria

Exceptional

(100%)

Outstanding or highest level of performance

Exceeds

(88%)

Very good or high level of performance

Meets

(80%)

Competent or satisfactory level of performance

Needs Improvement

(38%)

Poor or failing level of performance

Developing

(0)

Unsatisfactory level of performance

 

ContentPossible Points
= 67Points

Introduction

 

8Points

7Points

6Points

5Points

0Points

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

·         General statements on biases

·         General statements on how biases influence interactions and affect outcomes nursing practice and profession

·         Identification of sections of the paper

·         Support from scholarly literature

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

·         General statements on biases

·         General statements on how biases influence interactions and affect outcomes nursing practice and profession

·         Identification of sections of the paper

·         Support from scholarly literature

Presentation of information is
minimally
demonstratedand includes all of the following elements:

·         General statements on biases

·         General statements on how biases influence interactions and affect outcomes nursing practice and profession

·         Identification of sections of the paper

·         Support from scholarly literature

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

·         General statements on biases

·         General statements on how biases influence interactions and affect outcomes nursing practice and profession

·         Identification of sections of the paper

·         Support from scholarly literature

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

·         General statements on biases

·         General statements on how biases influence interactions and affect outcomes nursing practice and profession

·         Identification of sections of the paper

·         Support from scholarly literature

Discussion of Bias

22Points

20Points

18Points

13Points

0 Points

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

·         Identifies selected specialty track

·         Discusses how biases can influence and affect outcomes in selected specialty area of professional practice

·         Provides citations from scholarly nursing literature

 

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

·         Identifies selected specialty track

·         Discusses how biases can influence and affect outcomes in selected specialty area of professional practice

·         Provides citations from scholarly nursing literature

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

·         Identifies selected specialty track

·         Discusses how biases can influence and affect outcomes in selected specialty area of professional practice

·         Provides citations from scholarly nursing literature

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

·         Identifies selected specialty track

·         Discusses how biases can influence and affect outcomes in selected specialty area of professional practice

·         Provides citations from scholarly nursing literature

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

·         Identifies selected specialty track

·         Discusses how biases can influence and affect outcomes in selected specialty area of professional practice

·         Provides citations from scholarly nursing literature

Identification of Personal Bias

8Points

 

6Points

5 Points

0 Points

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

·         Identifies one personal bias

·         Identifies if the bias is implicit or explicit in nature

 

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

·         Identifies one personal bias

·         Identifies if the bias is implicit or explicit in nature

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

·         Identifies one personal bias

·         Identifies if the bias is implicit or explicit in nature

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

·         Personal bias is not identified.

·         Nature of bias is not identified.

Strategy to Reduce Bias

11Points

9Points

 

0 Points

Presentation of information is
comprehensive and concise:

·         Developsone strategy to reduce bias

 

Presentation is
minimally
demonstrated:

·         Develops one strategy to reduce bias

Presentation of information is missing:

·         Strategy to reduce bias is not developed.

Self-Reflection

18Points

16Points

14 Points

11 Points

0 Points

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

·         Summary regarding what was learned from completing this assessment

·         Statements on how this assessment will change future professional practice

 

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

·         Summary regarding what was learned from completing this assessment

·         Statements on how this assessment will change future professional practice

 

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

·         Summary regarding what was learned from completing this assessment

·         Statements on how this assessment will change future professional practice

 

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

·         Summary regarding what was learned from completing this assessment

·         Statements on how this assessment will change future professional practice

 

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

·         Summary regarding what was learned from completing this assessment

·         Statements on how this assessment will change future professional practice

Content Subtotal  ___ /67 points

Format Possible Points = 8Points

APA Format

4Points

3Points

2Points

1Point

0Points

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

·         title page;

·         running head;

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

·         reference page.

 

One deduction for each type of APA format error.

 

0 to 1
APA error is present

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

·         title page;

·         running head;

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

·         reference page.

 

One deduction for each type of APA format error.

2–3
APA errors are present

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

·         title page;

·         running head;

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

·         reference page.

 

One deduction for each type of APA format error.

 

4–5
APA errors are present

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

·         title page;

·         running head;

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

·         reference page.

 

One deduction for each type of APA format error.

 

6–7
APA errors are present

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

·         title page;

·         running head;

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

·         reference page.

 

One deduction for each type of APA format error.

 

8 or greater
APA errors are present

References and Page Length

Note: Students are to use at least two (2) scholarly references. The paper (excluding the title page and reference page) should be at least one but no more than two pages.

2 Point Deduction

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

Writing Mechanics

4Points

3Points

2Points

1Point

0 Points

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

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

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

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

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

Format Subtotal ____/8points

 

Total Points ____/75points

Comments:

Walden University Exams & Assignments – NURS 6221 Managing Human Resources

We are ready to help with all your academic writing needs, from essays and assignments, to discussions and posts, as well as the exams. Please get in touch for more information on how we can make your university life stress free.

 

Walden University Exams & Assignments – NURS 6221 Managing Human Resources Required Course Readings

The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Achor, S. (2012). Positive intelligence. 
Harvard Business Review, 90
(1/2), 100–102.

Alichnie, C. (2012). Social media and nursing. 
Pennsylvania Nurse, 67
(1), 3–10.

Barrett, A., Piatek, C., Korber, S., & Padula, C. (2009). Lessons learned from a lateral violence and team-building intervention. 
Nursing Administration Quarterly, 33
(4), 342–351.

Barton, S. A., Alamri, M. S., Cella, D., Cherry, K. L., Curll, K., Hallman, B. D., et al. (2011). Dissolving clique behavior. 
Nursing Management, 42
(8), 32–37.

Beeson, J. (2011). Build a strong team. 
Leadership Excellence, 28
(2), 15.

Beheri, W. H. (2009). Diversity within nursing: Effects on nurse-nurse interaction, job satisfaction, and turnover. 
Nursing Administration Quarterly, 33
(3), 216–226.

Brinkert, R. (2010). A literature review of conflict communication causes, costs, benefits and interventions in nursing.
 Journal of Nursing Management, 18
(2), 145–156. Not available in the library.

Brooke, P. S. (2011). Legally speaking … When can staff say no? 
Nursing Management, 42
(1), 40–44.

Calendrillo, T. (2009). Team building for a healthy work environment. 
Nursing Management, 40
(12), 9–12.

Cogin, J., & Fish, A. (2009). Sexual harassment – A touchy subject for nurses. 
Journal of Health Organization and Management, 23
(4), 442–462.

Collins-McNeil, J., Sharpe, D., & Benbow, D. (2012). Performance potential. Aging workforce: Retaining valuable nurses. 
Nursing Management, 43
(3), 50–51.

Cronquist, R., & Spector, N. (2011). Nurses and social media: Regulatory concerns and guidelines. 
Journal of Nursing Regulation, 2
(3), 37–40.

Dupee, J. M., Ernst, N. P., & Caslin, K. E. (2011). Does multisource feedback influence performance appraisal satisfaction? 
Nursing Management, 42
(3), 12–16.

Fasoli, D. R. (2010). The culture of nursing engagement: A historical perspective. 
Nursing Administration Quarterly, 34
(1), 18–29.

Greenlund, L. (2011). ED violence: Occupational hazard? 
Nursing Management, 42
(7), 28–32.

Hader, R. (2009). Tweeting—not just for the birds. 
Nursing Management, 40
(12), 6.

Harton, B. B., Marshburn, D., Kuykendall, J., Poston, C., & Mears, D. A. (2012). Self-scheduling: Help or hindrance? 
Nursing Management, 43
(1), 10–12.

Issues & answers. Social media: Implications for nursing: Nursing Practice Statement NP 85. (2011). 
Ohio Nurses Review, 86
(2), 6–7.

Kanefield, A. (2011). Know your own strength. 
Smart Business St. Louis, 4
(2), 6.

Kuhns, K. A. (2012). Social media and professional nursing: Friend or foe? 
Pennsylvania Nurse, 67
(1), 4–8.

MacKusick, C. I., & Minick, P. (2010). Why are nurses leaving? Findings from an initial qualitative study on nursing attrition. 
Medsurg Nursing, 19
(6), 335–340.

Macleod, L. (2011). Avoiding “group think”: A manager’s challenge. 
Nursing Management, 42
(10), 44–48.

Markey, L., & Tingle, C. (2012). Screening RNs: A change in hiring practice. 
Nursing Management, 43
(2), 13–15.

Matthews, J. (2010). When does delegating make you a supervisor? 
Online Journal of Issues in Nursing, 15
(2), 3.

Morse, G. (2012). The science behind the smile: Interview with Daniel Gilbert. 
Harvard Business Review, 90
(1/2), 84–90.

Muha, T. M., & Manion, J. (2010). Using positive psychology to engage your staff during difficult times. 
Nurse Leader, 8
(1), 50–54.

Murray, B. (2003). Positive discipline reaps retention. 
Nursing Management, 34
(6), 19–22.

Neil, A., & Robinson, J. (2011). Making a union/management partnership really work.
 Nursing New Zealand, 17
(11), 32–33.

Outten, M. K. (2012). From veterans to nexters: Managing a multigenerational nursing workforce. 
Nursing Management, 43
(4), 42–47.

Pentland, A. (2012). The new science of building great teams. 
Harvard Business Review, 90
(4), 60–70.

Porter, C. (2010). A nursing labor management partnership model. 
Journal of Nursing Administration, 40
(6), 272–276.

Robinson, M.-A. (2012). Closing perspectives: Navigating the world of social media. 
Alberta RN, 67
(6), 42.

Sanders, L. G., & McCutcheon, A. W. (2010). Unions in the healthcare industry.
 Labor Law Journal, 61
(3), 142–151.

Shantz, A., & Latham, G. (2011). The effect of primed goals on employee performance: Implications for human resource management. 
Human Resource Management, 50
(2), 289–299.

Tyra, S. (2008). Coaching nurses: A real example of a real difference. 
Creative Nursing, 14
(3), 111–115.

Vessey, J. A., DeMarco, R., & DiFazio, R. (2010). Bullying, harassment, and horizontal violence in the nursing workforce: The state of the science. 
Annual Review of Nursing Research, 28
, 133–157.

Vlachoutsicos, C. A. (2011). How to cultivate engaged employees. 
Harvard Business Review, 89
(9), 123–126.

Wisotzkey, S. (2011). Will they stay or will they go? Insight into nursing turnover. 
Nursing Management, 42
(2), 15–17.

Wisotzkey, S., Bell, T. D., & Grim, R. (2011). Connect and engage for better nurse retention. 
Nursing Management, 42
(10), 14–18.

Health care beliefs of the Russian, Polish and Thai heritage essay

1. Describe the health care beliefs of the Russian, Polish and Thai heritage and how they are related to the delivery of health care.

ORDER A PLAGIARISM-FREE PAPER NOW

2. Is there any similarity between these 3 cultures. If yes or no, please explain.

3. Give your opinion on how the beliefs of these 3 cultures influence the delivery of health care.

APA format word document on an Arial 12 font proper references are required.  A minimum of 500 words are required without counting the first and last

Walden University NURS 6230 Case Study: Quality Nursing in a Complex Health Care Organization

We are ready to help with all your academic writing needs, from essays and assignments, to discussions and posts, as well as the exams. Please get in touch for more information on how we can make your university life stress free.

 

Walden University NURS 6230 Case Study: Quality Nursing in a Complex Health Care OrganizationRequired Course Readings

 The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.Enter your myWalden user name and password at the prompt.

Burns, L. R., & Pauly, M. V. (2002). Integrated delivery networks: A detour on the road to integrated health care? 
Health Affairs, 21
(4), 128–143

Denham, C.R. (2009). Are you infected?
 Journal of Patient Safety, 5
(3), 188-196.

Denham, C.R., Dingman, J., Foley, M.E., Ford, D., Martins, B., O’Regan, P., & Salamendra, A. (2008). Are you listening … Are you really listening? 
Journal of Patient Safety, 4
(3), 148-161.

Filipovitch, A.J. (2006). Organizational transformation of a community-based clinic. 
Nonprofit Management & Leadership, 17
(1), 103-115.

Glouberman, S., & Mintzberg, H. (2001). Managing the care of health and the cure of disease—Part I: Differentiation. 
Health Care Management Review, 26
(1), 56–69.

Glouberman, S., & Mintzberg, H. (2001). Managing the care of health and the cure of disease—Part II: Integration. 
Health Care Management Review, 26
(1), 70–84.

Hall, L.W., Moore, S.M., & Barnsteiner, J.H. (2008). Quality and nursing: Moving from concept to a core competency. 
Urologic Nursing, 28
(6), 417-425.

Lukas, C.V., Holmes, S.K., Cohen, A.B., Restuccia, J., Cramer, I.E., Shwartz, M., & Charns, M.P. (2007). Transformational change in health care systems: An organizational model. 
Health Care Management Review. 32
(4), 309-320.

Okes, D. (2008). The human side of root cause analysis. 
Journal for Quality & Participation, 31
(3), 20-29.

Schryer, N. (2004). Implementing organizational redesign to support practice: The Tulane model. 
Journal of Nursing Administration, 34
(9), 400-406.

Sinreich, D. & Jabali, O. (2007). Staggered work shifts: A way to downsize and restructure an emergency department workforce yet maintain current operational performance. 
Health Care Management Science, 10
(3), 293-308.

Williams, L. (2008). Liability landscape. The value of a root cause analysis. 
Long-Term Living: For the Continuing Care Professional, 57
(11), 34-37.

Yarbrough, A.K., & Powers, T.L. (2006). A resource-based view of partnership strategies in health care organizations. 
Journal of Hospital Marketing & Public Relations, 17
(1), 45-65.

Walden University NURS 6231 Healthcare Systems & Quality Outcomes Assignments and Exams

We are ready to help with all your academic writing needs, from essays and assignments, to discussions and posts, as well as the exams. Please get in touch for more information on how we can make your university life stress free.

 

Walden University NURS 6231 Healthcare Systems & Quality Outcomes Assignments and Ex
ams Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Altmann, T. K. (2007). An evaluation of the seminal work of Patricia Benner: Theory or philosophy? 
Contemporary Nurse: A Journal for the Australian Nursing Profession, 25
(1/2), 114–123.

Bainbridge, L., Nasmith, L., Orchard, C., & Wood, V. (2010). Competencies for interprofessional collaboration. 
Journal of Physical Therapy Education, 24
(1), 6–11.

Bradley, E. H., Curry, L. A., Ramanadhan, S., Rowe, L., Nembhard, I. M., & Krumholz, H. M. (2009). Research in action: Using positive deviance to improve quality of health care. 
Implementation Science, 4
(25), 1–11.

Braithwaite, J., Westbrook, M., Nugus, P., Greenfield, D., Travaglia, J. Runciman, W. … Westbrook, J. (2012). A four-year, systems-wide intervention promoting interprofessional collaboration. 
BMC Health Services Research, 12
(1), 99–106.

Buckingham, M. (2011). Strong leadership. 
Leadership Excellence, 28
(1), 5.

Burns, M. J., Craig, R. B., Friedman, B. D., Schott, P. D., & Senot, C. (2011). Transforming enterprise communications through the blending of social networking and unified communications. 
Bell Labs Technical Journal, 16
(1), 19–34.

Chalkidou, K., Tunis, S., Lopert, R., Rochaix, L., Sawicki, P. T., Nasser, M., & Xerri, B. (2009). Comparative effectiveness research and evidence-based health policy: Experience from four countries. 
The Milbank Quarterly, 87
(2), 339–367.

Cookson, D., Read, C., Mukherjee, P., & Cooke, M. (2011). Improving the quality of emergency department care by removing waste using Lean Value Stream mapping. 
International Journal of Clinical Leadership, 17
(1), 25–30.

Cooper, H., & Cottrell, R. R. (2010). Charting your career path through clear professional values and purpose.
 Health Promotion Practice, 11
(1), 13–15.

Dingfelder, H. E., & Mandell, D. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. 
Journal of Autism & Developmental Disorders, 41
(5), 597–609.

Dixon, M. A., & Dougherty, D. S. (2010). Managing the multiple meanings of organizational culture in interdisciplinary collaboration and consulting. 
Journal of Business Communication, 47
(1), 3–19.

Dixon-Woods, M., Bosk, C. L., Aveling, E. L., Goeschel, C. A., & Pronovost, P. J. (2011). Explaining Michigan: Developing an ex post theory of a quality improvement program. 
The Milbank Quarterly, 89
(2), 167–205.

Dückers, M. A., Wagner, C., Vos, L., & Groenewegen, P. P. (2011). Understanding organisational development, sustainability, and diffusion of innovations within hospitals participating in a multilevel quality collaborative. 
Implementation Science, 6
(1), 18–27.

Elkin, G., Zhang, H., & Cone, M. (2011). The acceptance of Senge’s learning organisation model among managers in China: An interview study. 
International Journal of Management, 28
(4), 354–364.

Epstein, J. N., Langberg, J. M., Lichtenstein, P. K., Kolb, R. C., & Stark, L. J. (2010). Sustained improvement in pediatricians’ ADHD practice behaviors in the context of a community-based quality improvement initiative. 
Children’s Health Care, 39
(4), 296–311.

Ernst, M. M., Wooldridge, J. L., Conway, E., Dressman, K., Weiland, J., Tucker, K., & Seid, M. (2010). Using quality improvement science to implement a multidisciplinary behavioral intervention targeting pediatric inpatient airway clearance. 
Journal of Pediatric Psychology, 35
(1), 14–24.

Ford, J. H., Wise, M., & Wisdom, J. P. (2010). A peek inside the box: How information flows through substance abuse treatment agencies. 
Journal of Technology in Human Services, 28
(3), 121–143.

Gardner, K., Bailie, R., Si, D., O’Donoghue, L., Kennedy, C., Liddle, H., . . . Beaver, C. (2011). Reorienting primary health care for addressing chronic conditions in remote Australia and the South Pacific: Review of evidence and lessons from an innovative quality improvement process. 
The Australian Journal of Rural Health, 19
(3), 111–117

Geller, E. S. (2006). From good to great in safety: What does it take to be world class? 
Professional Safety, 51
(6), 35–40.

Groves, P. S., Meisenbach, R. J., & Scott-Cawiezell, J. (2011). Keeping patients safe in healthcare organizations: A structuration theory of safety culture.
 Journal of Advanced Nursing, 67
(8), 1846–1855.

Hartnell, C. A., Ou, A. Y., & Kinicki, A. (2011). Organizational culture and organizational effectiveness: A meta-analytic investigation of the competing values framework’s theoretical suppositions. 
Journal of Applied Psychology, 96
(4), 677–694.

Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. 
Education, 132
(4), 771–778.

Institute of Medicine. (2001). 
Crossing the quality chasm: A new health system for the 21st century
. Washington, DC: National Academy Press.

Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. 
California Management Review, 39
(1), 53–79.

Knox, L. M., & Aspy, C. B. (2011). Quality improvement as a tool for translating evidence based interventions into practice: What the youth violence prevention community can learn from healthcare. 
American Journal of Community Psychology, 48
(1-2), 56–64.

Maguad, B. A. (2011). Deming’s ‘profound knowledge’: Implications for higher education. 
Education, 131
(4), 768–774.

Murphree, P., Vath, R. R., & Daigle, L. (2011). Sustaining Lean Six Sigma projects in health care. 
Physician Executive, 37
(1), 44–48.

Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. 
Social Development Issues, 34
(1), 37–55.

Nesse, R. E., Kutcher, G., Wood, D., & Rummans, T. (2010). Framing change for high-value healthcare systems. 
Journal for Healthcare Quality, 32
(1), 23–28.

Pedersen, A. R., & Johansen, M. B. (2012). Strategic and everyday innovative narratives: Translating ideas into everyday life in organizations. 
Innovation Journal, 17
(1), 2–18.

Petri, L. (2010). 
Concept
 analysis of interdisciplinary collaboration. 
Nursing Forum, 45
(2), 73–82.

Polk, J. D. (2011). Lean Six Sigma, innovation, and the change acceleration process can work together. 
Physician Executive, 37
(1), 38–42.

Sabino, J. N., Friel, T., Deitrick, L. M., & Salas-Lopez, D. (2009). Striving for cultural competence in an HIV program: The transformative impact of a microsystem in a larger health network. 
Health & Social Work, 34
(4), 309–313.

Sadri, G. (2012). Emotional intelligence and leadership development. 
Public Personnel Management, 41
(3), 535–548.

Schein, E. H. (1996). Three cultures of management: The key to organizational learning. 
Sloan Management Review, 38
(1), 9–20.

Seidman, W., & McCauley, M. (2009). A scientific model for grassroots O.D.
 Organization Development Journal, 27
(2), 27–37.

Shor, R. (2010). Interdisciplinary collaboration between social workers and dieticians in nutrition education programs for children-at-risk. 
Social Work in Health Care, 49
(4), 345–361.

Titler, M. G. (2010). Translation science and context. 
Research and Theory for Nursing Practice: An International Journal, 24
(1), 35–55.

Wait, S. T., & Dayman, M. A. (2012, July/August). Company culture drives business value.
 Value Examiner
, 30–31.