Category: Nursing

TOPIC- LEADERSHIP IN NURSING AND HEALTHCARE 

Review the information in the Learning Resources, including Learning Exercise 8.8 on pages 177–178 of the textbook. How would you apply insights related to complexity science and chaos theory to this scenario? Consider the implications for a nurse executive, nurse manager, charge nurse, and an informal team leader.

Bring to mind a related example from your organization or one with which you are familiar.

As you think about these examples, consider the relevance of complexity science and chaos theory to the organization and, specifically, for nurses in various roles who have differing responsibilities (e.g., a nurse executive versus a unit–level manager).

By Day 3

Post a Leadership in Nursing and Healthcare description of the relevance of complexity science and chaos theory to a specific situation in your organization or one with which you are familiar. Explain how you would use this knowledge base to be most effective in various nursing leadership and management roles (e.g., as a nurse executive, unit–level manager, charge nurse, team leader).

References

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

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Chapter 8, “Planned Change”

  Chapter 8 focuses on leading planned change. Consider how you might apply the concepts in your own work setting or how the strategies presented could facilitate the change process.

Note: You are required to read at least two of the following articles. Additional reading will increase your understanding of these theories and strategic planning tools.

Martin, C. M. and Félix–Bortolotti, M. (2014), Person–centred health care: a critical assessment of current and emerging research approaches. Journal of Evaluation in Clinical Practice, 20, 1056–1064. DOI: 10.1111/jep.12283

Copyright 2014 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management–UK, 20(1), 32–37. Retrieved from the Walden Library databases.

Radtke, K., (2013). Improving patient satisfaction with nursing communication using bedside shift report. Clinical Nurse Specialist, 27(1), 19–25. Retrieved from the Walden Library databases.

Salmela, S., Eriksson, K., & Fagerström, L. (2013). Nurse leaders’ perceptions of an approaching organizational change. Qualitative Health Research, 23(5), 689–699. Retrieved from the Walden Library databases.

Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic resource. The Journal of Nursing Administration 43(2), 69–72. Retrieved from the Walden Library databases. Leadership in Nursing and Healthcare.

Reiman, T., Rollenhagen, C., Pietikäinen, E., Heikkilä, J. (2015). Principles of adaptive management in complex safety–critical organizations. Safety Science, 71, 80–92. Retrieved from the Walden Library databases.

NURS 6201 – Leadership in Nursing and Healthcare

This course sets the foundational stage for the Leadership and Management specialty track. Students focus on theoretical and practical aspects of leadership and management functions in healthcare administration, and they discuss standards of practice for nursing administration. They explore a range of topics, including roles and responsibilities, quality improvements, strategic planning and management, regulations, accreditation, and information systems. Through this course, students learn the goals of the nurse leader, including ways to facilitate efficient, quality healthcare delivery to achieve excellence in patient care and services.

NURS 6201 – Leadership in Nursing and Healthcare Required Course Readings

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

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Enter your  user name and password at the prompt to access NURS 6201 – Leadership in Nursing and Healthcare content.

Abraham, M., & Moretz, J. (2012). Implementing patient- and family-centered care: Part I—Understanding the challenges. 
Pediatric Nursing, 38
(1), 44–47.

Auer, C., Schwendimann, R., Koch, R., De Geest, S., & Ausserhofer, D. (2014). How hospital leaders contribute to patient safety through the development of trust. Journal of Nursing Administration, 44(1), 23–29. 

Daly, R. (2014). Building blocks for organizational change. Healthcare Financial Management: Journal of the Healthcare Financial Management Association, 68(5), 68–73.

Davis, P., Milne, B., Parker, K., Hider, P., Lay-Yee, R., Cumming, J., and Graham, P. (2013). Efficiency, effectiveness, equity (E3). Evaluating hospital performance in three dimensions. Health Policy, 112, 19–27

Dekker, S. & Nyce, J. (2013). Just culture: “Evidence, power and algorithms. Journal of Hospital Administration, 2(3), 73–78.

Falkheimer, J. (2014). The power of strategic communication in organizational development. International Journal of Quality and Service Sciences, 6(2/3), 124–133. 

Faulkner, J., & Laschinger, H. (2008). The effects of structural and psychological empowerment on perceived respect in acute care nurses. Journal of Nursing Management, 16(2), 214–221. 

Fry, B. (2013). Power up your leadership: Straight talk for nurse managers. Canadian Nurse, 109(5), 32–33.

Gittner, L.S.,Husaini, B.A., Hull, P.C., Emerson, J.S., Tropez-Sims, S. Reece, M., Zoorah, R. and Levine, R.S. (2015). Use of Six Sigma for eliminating missed opportunities for prevention services.Journal of Nursing Care Quality. DOI: 10.1097/NCQ.0000000000000113

Gleich, S.J.M.,Nemergut, M.E., Stans, A.A.,  Haile, D.T.,  Feigal, S.A.,  Heinrich, A.L., Bosley, C.L., Wardand, J.W., and  Tripathi, S.. (2015). Lean Six Sigma handoff process between operating room and pediatric ICU: improvement in patient safety, efficiency and effectiveness. Critical Care 2015, 19 (Suppl 1): P523. DOI:10.1186/cc14603

Groysberg, B., & Slind, M. (2012). Leadership is a conversation. Harvard Business Review, 90(6), 76–84. 

Huston, C. J. (2013, May 2013). The impact of emerging technology on nursing care: Warp speed ahead.The Online Journal of Issues in Nursing, 18(2) Manuscript 1. DOI: 10.3912/OJIN.Vol18No02Man01.

Kumar, S., Deshmukh, V., & Adhish, V. S. (2014). Building and Leading Teams. Indian Journal of Community Medicine : Official Publication of Indian Association of Preventive & Social Medicine, 39(4), 208–213. doi:10.4103/0970-0218.143020

Leach, L., & McFarland, P. (2014). Assessing the professional development needs of experience nurse executive leader. Journal of Nursing Administration 44(1), 51062. 

Mclean, C. (2011). Change and transition: Navigating the journey. British Journal of School Nursing,6(3), 141–145.

Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management-UK, 20(1), 32–37. 

Ng, G., Leung, G., Johston, J., and Cowling, B. (2013). Factors affecting implementation of accreditation programmes and the impact of the accreditation process on quality improvement in hospitals: a SWOT analysis. Hong Kong Medical Journal, 19, 434–46. DOI: 10.12809/hkmj134063

Perkins, M., Grey, A., and Remmers, H. (2013). What do we really mean by “Balanced Scorecard”? International Journal of Productivity and Performance Management, 63(2). DOI 10.1108/IJPPM-11-2012-0127

Radtke, K., (2013). Improving patient satisfaction with nursing communication using bedside shift report.Clinical Nurse Specialist, 27(1), 19–25.

Reiman, T., Rollenhagen, C., Pietikäinen, E., Heikkilä, J. (2015). Principles of adaptive management in complex safety–critical organizations. Safety Science, 71, 80–92.

Salmela, S., Eriksson, K., & Fagerström, L. (2013). Nurse leaders’ perceptions of an approaching organizational change. Qualitative Health Research, 23(5), 689–699.

Shirey, M. R. (2012). Cultivating strategic thinking skills. JONA: The Journal of Nursing Administration, 42(6), 311–314. 

Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic resource. The Journal of Nursing Administration 43(2), 69–72.

Simons, T., & Leroy, H. (2014). Issues in researching leadership in health care organizations. Leading in Health Care Organizations: Improving Safety, Satisfaction and Financial Performance (Advances in Health Care Management, Volume 14) Emerald Group Publishing Limited, 14, 221–234. 

Spreitzer, G., & Porath, C. (2012). Creating sustainable performance. Harvard Business Review, 90(1/2), 92–99. 

Stetler, C. B., Ritchie, J. A., Rycroft‐Malone, J., & Charns, M. P. (2014). Leadership for Evidence‐Based Practice: Strategic and Functional Behaviors for Institutionalizing EBP. Worldviews on Evidence‐Based Nursing, 11(4), 219–226.

Top, M., Akdere, M., & Tarcan, M. (2014). Examining transformational leadership, job satisfaction, organizational commitment and organizational trust in Turkish hospitals: public servants versus private sector employees. The International Journal of Human Resource Management, (ahead-of-print), 1–24. 

Trivella, P., Gerogiannis, V., & Svarna, S. (2013). Exploring Workplace Implications of Emotional Intelligence (WLEIS) in Hospitals: Job Satisfaction and Turnover Intentions. Procedia-Social and Behavioral Sciences 73(27). 701–709.

van der Kam, N. A., van der Vegt, G. S., Janssen, O., & Stoker, J. I. (2014). Heroic or hubristic? A componential approach to the relationship between perceived transformational leadership and leader–member exchanges. European Journal of Work and Organizational Psychology, (ahead-of-print), 1–16.

Van der Linden, D., Tsaousis, I., & Petrides, K. V. (2012). Overlap between General Factors of Personality in the Big Five, Giant Three, and trait emotional intelligence. Personality and Individual Differences, 53(3), 175–179.

Wong, C. A., Cummings, G. G., & Ducharme, L., (2013). The relationship between nursing leadership and patient outcomes: a systematic review update. Journal of Nursing Management, 21(5), 709–724.

NURS 6600: Capstone Synthesis Practicum Discussion: Preparing for Professional Transitions

Consider the following scenario:

Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.

What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?

In this

NURS 6600: Capstone Synthesis Practicum Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.

Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.

Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.

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Consider the following questions:

What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?

What challenges are you likely to encounter as you transition into a new role?

What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.

Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.

Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.

Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.

Review the suggestions for developing effective learning objectives provided in the Learning Resources.

Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:

Specific

Measurable

Attainable

Results-focused

Time-focused

Reflective of the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above)

Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this week’s Application Assignment.)

Reflect on how you could achieve each objective through your Practicum Experience.

Post an explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance. Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Suggest strategies for using the Practicum Experience to deepen or broaden their knowledge.

Offer suggestions for refining their practicum professional objective(s).

NURS 6600: Capstone Synthesis Practicum Discussion Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

 Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from 
http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

 Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from 
http://www.nwlink.com/~donclark/hrd/bloom.html
Â

This article addresses three domains of learning: cognitive, affective, and psychomotor.

 University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from 
http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

 The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from 
http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

 Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

 Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

 Document: Practicum Journal (Word Document)

During your Practicum Experience, you are  required to submit your time log and three journal entries. You will use this  form to complete your journal reflections.

 Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)

This comprehensive manual outlines all of the requirements for the Practicum Experience.

Clinical Resources

 Document: Introduction to Clinical Experiences (PowerPoint)

 Document: Practicum Manual (PDF)

Required Media

 Laureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media].Â

Note: Retrieved from the Walden Library databases.

In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.

Please click here for the Transcript (PDF).

 Laureate Education (Producer). (2012b). Professional best practices [Interactive media].

Note: Retrieved from the Walden Library databases.

In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress.

Please click here for the Transcript (PDF).

 Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media].

Note: Retrieved from the Walden Library databases.

What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience.

NURS 6600: CAPSTONE SYNTHESIS PRACTICUM Discussion: Practicum Professional Development

Objectives: Progress Appraisal

In Week 1, you developed your practicum professional development objectives. How have your experiences thus far in the practicum contributed to your growth as nurse leader-manager or nurse informaticist? What difficulties, if any, have you experienced, and how might this affect the achievement of your objectives?

In this Discussion, you assess your progress toward fulfilling your practicum professional development objectives and consider how you could enhance or alter your activities to achieve your aims.

To prepare:

Reflect on the practicum professional development objectives you developed and outlined in your Practicum Professional Experience Plan in Week 1.

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Keeping in mind the practicum activities you have engaged in thus far, consider the following questions:

How have these activities helped to promote your professional development?

Are you satisfied with your progress toward meeting your objectives? If not, what will you do to ensure you achieve them before the end of your Practicum Experience? As a reminder, you must complete all of your practicum hours on or before Day 5 of Week 11.

What challenges or unexpected opportunities have arisen at your practicum site? How has this affected your professional development?

Think about the experiences you may have in the forthcoming weeks. Do you foresee any particular challenges on the horizon? If so, what is your plan for addressing those challenges?

Think about the time you have spent with your Preceptor. How has this time enhanced or changed your understanding of the role and functions of the nurse leader-manager or nurse informaticist?

Post an assessment of your progress toward achieving your practicum professional development objectives, including how your involvement in specific practicum activities has contributed to your development. Explain what you will do to ensure you achieve your objectives by the end of your practicum. Summarize challenges or unexpected opportunities that have arisen, as well as any challenges that you anticipate may arise. Explain how you will address those challenges. Finally, summarize what you have learned about the role and functions related to your specialization through time spent with your Preceptor.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

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

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

Validate an idea with your own experience and additional research.

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

This article addresses three domains of learning: cognitive, affective, and psychomotor.

University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

NURS 6600: Capstone Synthesis Practicum Journal Entries

 

Student Name:

E-mail Address:

Practicum Placement Agency’s Name:

Preceptor’s Name:

Preceptor’s Telephone:

Preceptor’s E-mail Address:

 

NURS 6600: Capstone Synthesis Practicum Journal Entries Practicum Professional Development Objectives

By the end of nursing 6600 I will effectively be able to communicate my role as clinical coordinator to students and university staff as defined by evidence-based practice

By the end of nursing 6600 I will have undergone the experience necessary to expand on my conflict resolution skills from a team member to the level of upper management in order to be a more effective leader.

By the end nursing 6600 I will have acquired the skills necessary to analyze and effectively evaluate systematically clinical sites and their efficacy in the college.

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NURS 6600: Capstone Synthesis Practicum Journal Entries Project Objectives

 

1.

2.

3.

4.

5.

 

 

NURS 6600: Capstone Synthesis Practicum Journal Entries Experience 

 
You must submit a journal entry in each assigned week, even if you are not on-site that week. If you are not on-site for a week in which a journal entry is due, reflect on experiences from any of the previous weeks of this course. Journal entries are due in Weeks 3, 7, and 11. Place the references for each week’s entry immediately after that week’s content. Remember to use APA style when writing your journal entries and listing references.

 

Begin each journal entry on a new page.
The template has a “new page” command inserted before each weekly label. Be sure to delete any blank pages that appear between the weekly entries.
Note:

This document will serve as a
cumulative journal
. For each submission, you will add to the document so it contains all of your journal entries.

 

 

NURS 6600: Capstone Synthesis Practicum Journal Entries

 

Describe a problem, issue, or situation that you have observed during your Practicum Experience not related to your project (no more than a half page) (10 points)

Using no fewer than three peer-reviewed sources, analyze what you have observed within the context of your specialty using appropriate concepts, principles, and theories, giving special attention to observed events that vary from scholarly literature. (30 points)

Explain how the problem, situation, or issue was handled in a manner that is consistent and a manner that is inconsistent with the theory, concepts, and principles detailed in the evidence. (30 points)

Given the various evidence-based approaches that can be used in handling the problem, situation, or issue, formulate a plan for approaching the matter differently. (30 points)

Include references immediately following the content.

Use APA style for your journal entry and references.

 

Note that Faculty may deduct up to 20 points for writing style issues/errors and/or citation- or reference-related APA errors.

 

Please look below under the week three page break for the format for these journal entries.

 

 

NURS 6600: Capstone Synthesis Practicum Journal Entries

 

Week 3 Journal (references should immediately follow the content)

 

The issue that I identified at the Rasmussen clinical site was that the ratio of nurse to patients in the clinical setting appeared to compromise on the ability of the clinic to discharge quality medical care to patients. Available nurses were laden with huge workload making them barely have interpersonal connection with the patients that they engaged and this contributed to the failure of the clinic to uphold standards prescribed by Accreditation Association for Ambulatory Healthcare. The need to instill quality in the medical services provided to patients is apparent by medical standards in the institution which are closely linked to the goals set out by the clinic. However, the inability of the available workforce to engage the workload efficiently results to poor medical services as the needs of clients are not addressed promptly (Katsikitis, McAllister, Sharman, Raith, Byrne & Priaulx, 2013).

Standards set by American Nurses Association binds provision of quality medical services to staffing as the ability to discharge medical care is compromised by unhealthy workloads. Nurse to bed ratio is a relationship that should be kept in equilibrium for provision of quality medical services to patients (Rogowski, Staiger, Patrick, Horbar, Kenny & Lake, 2013).

Approach of making patients as the focus of medical care as advanced by the Accreditation Association for Ambulatory Health care was aimed at looking at the needs of patients better. This however is impacted on the availability of medical personnel and therefore realization of quality medical care is akin to suitable nurse to bed ratio (Palese, Cuel, Zanella, Zambiasi, Guarnier, Allegrini & Saiani, 2013).

The problem can be solved differently through the reliance of extensive use of modern technology so as to beef up the already limited staff for them to function better. Revision of the retrenchment schemes of nurses can be done to alter the process so as to address this deficit for realization of quality medical care (Katsikitis, McAllister, Sharman, Raith, Byrne & Priaulx, 2013).

References

 

Katsikitis, M., McAllister, M., Sharman, R., Raith, L., Faithfull-Byrne, A., & Priaulx, R. (2013). Continuing professional development in nursing in Australia: Current awareness, practice and future directions.
Contemporary nurse
,
45
(1), 33-45.

Palese, A., Cuel, M., Zanella, P., Zambiasi, P., Guarnier, A., Allegrini, E., & Saiani, L. (2013). Nursing care received by older patients in Italian medical units: findings from an explorative study.
Aging clinical and experimental research
,
25
(6), 707-710.

Rogowski, J. A., Staiger, D., Patrick, T., Horbar, J., Kenny, M., & Lake, E. T. (2013). Nurse staffing and NICU infection rates.
JAMA pediatrics
,
167
(5), 444-450.

 

 

NURS 6600: Capstone Synthesis Practicum Journal Entries

Week 7 Journal (references should immediately follow the content)

 

Issue

 

Analysis of the Action

 

 

Alternative Evidence Based Approach

 

NURS 6600: Capstone Synthesis Practicum Journal Entries Experience

 

Week 11 Journal (references should immediately follow the content)

 

Issue

 

Analysis of the Action

 

Alternative Evidence Based Approach

Factors that affect chronic illness; chronic pain, stigma, social isolation, altered mobility, or fatigue

Discussion QuestionThere are many factors that affect chronic illness; chronic pain, stigma, social isolation, altered mobility, or fatigue. Utilizing your learning from your readings and the South University Online Library resources, respond to one the following questions:Based on the research, which of these factors have the greatest impact on a patient? Why? Contrast at least two ways the factors would affect a twelve-year-old with the way they would affect a seventy-five-year-old.Consider the twelve-year-old and the seventy-five-year-old have a chronic illness. How does the chronically ill patient’s illness trajectory influence the plan of care?Review Healthypeople.gov website. Discuss how you feel these goals will impact the health of the nation. Briefly discuss how you could incorporate these goals/objectives into your day-to-day nursing practice.Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below.

Healthy People 2020 Plan of care for a chronic illness group – psychosocial biomedical considerations

InstructionsIntroductionWhile treating the chronically ill, a major challenge is developing a plan of care that addresses the specific needs of a patient and a caregiver. You need to be in close touch with patients and their support group, family and peers, to come up with an ideal plan.In this course project, you are going to develop a plan of care for a chronic illness group of your choice using the Healthy People 2020 Topics. While executing the tasks of this project, remember that while you need to give a general overview of the biomedical considerations of the case, the focus should always be on the psychosocial elements. Your perspective in this care plan should be the patient’s goals rather than those of the medical team.Each week, you will complete a part of this project. You will submit a final completed project in Week 5. Be sure to take the time to carefully complete each of the weekly assignments and then put it all together in Week 5.Ensure that you save a copy of this course project after you have submitted it at the end of this course. You are expected to resubmit this project along with the other course projects at the end of the Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) program. File Transfer Protocol (FTP) details will be provided in the Capstone course.Identifying a GroupIdentify an area of chronic illness of specific interest to you and that is represented as a Healthy People 2020 topic (healthypeople.gov). Explain your choice and your interest in it. Prepare a questionnaire utilizing your knowledge of health and illness, with the aim of acquiring all information you need from patients to prepare a plan of care for the specific illness group. Submit your information in a 4- to 5-page Microsoft Word document. In addition to your questionnaire, be sure to include the following details in your paper.Chronic Illness of interestMorbidity and comorbidity of the diseaseImpact of the chronic illness and patient morbidity and the affect to overall health of nationHealthy People 2020 goals and objectives for specific illness groupSupport your responses with examples.On a separate references page, cite all sources using APA format.Use this APA Citation Helper as a convenient reference for properly citing resources.This handout will provide you the details of formatting your essay using APA style.You may create your essay in this APA-formatted template.Submission DetailsName your document SU_NSG4055_W1_A3_LastName_FirstInitial.doc.Submit your document to the Submissions Area by the due date assigned.

Changes in the Human Figure in Art Paper

InstructionsChanges in the Human Figure in ArtYou likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized.Use the textbook and/or online sources to locate and capture three works of art.one from the Early Renaissance (fourteenth century, 1300–1399)one from the Northern European Renaissance (fifteenth century, 1400–1499)one from the Italian Renaissance (fifteenth century, 1400–1499)Your works of art must either be all paintings or all sculptures.First, place images of your selected works in a Word document. Then do the following:For each work identify: The artistTitle of the work of artThe date(s) it was createdThe medium or materials used to create the work of art, such as oil paint, marble, etc.Where the work is located now.In a well-developed paragraph, provide at least two important historical facts about each work.In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week’s reading.Then, In a 6–10-sentence concluding paragraph:Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.Offer a citation of your sources for each image and the information provided as appropriate.Submission Details:Submit your document to the Submissions Area by the due date assigned.

Purnell’s Theory for Cultural Competence Essay Writing Service

The Purnell Theory for Cultural Competence began as an organizing framework in 1991. The author of Purnell’s Theory on which we base our Purnell’s Theory for Cultural Competence Essay Writing Service, Purnell Larry, was lecturing undergraduate students and identified the need for staff and students to have a framework through which they could learn about their patients’s cultures including their families, as well as their own cultures. Basing on comments on comments from students, Purnell was convinced that cultural competence and ethnocentric behavior was inexistent. As a result, the Purnell Model for Cultural Competence was developed as an organizing framework having precise questions and a format that could be used to assess culture in clinical practice settings. All healthcare disciplines place an emphasis on communication as well as the need to know the ethno-cultural beliefs of patients. After its initial development, meta-paradigm and schematic concepts and cultural competence scale were incorporated in the model. The major assumptions of the Purnell’s model for cultural competence draw on a broader perspective, which implies that they are applicable in all environmental contexts and practice disciplines. In this regard, a healthcare provider who is cultural competent tends to be aware of his/her thoughts, existence, environment and sensations and does not let these factors influence the patient receiving care. Cultural competence entails adapting care in a way that it is consistent with the patient’s culture. The following are the major assumptions of the Purnell’s model for cultural competence, and whenever we provide Purnell’s Theory for Cultural Competence Essay Writing Service, we base our Purnell’s Theory on the same:

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All healthcare disciplines require the same information regarding cultural diversity.

All healthcare disciplines make use of the same meta-paradigm concepts of health, person, family, community and the global society.

There is no culture that is better than the other; instead, they are merely different.

There are core similarities across all cultures.

There are differences within, between and among cultures.

Cultures are subject to change gradually in a society that is stable;

The level to which a culture differs from the dominant culture is determined by the secondary and primary characteristics of culture.

If patients are co-participants in health care and are given the choice in selecting health-related interventions, plans and goals, then, there will be an improvement in health outcomes.

Culture exerts a significant impact on a person’s interpretation of healthcare and how he/she responds to care.

Families and individuals fit in numerous cultural groups.

Each person deserves to be respected for his/her cultural heritage and uniqueness.

Caregivers require both specific and general cultural information in order to offer care that is both culturally competent and sensitive.

Assessments, plans and interventions that are culturally competent tend to improve patients’ care.

Learning cultures is a continuing process that can be achieved in numerous ways but mainly via cultural encounters;

Biases and prejudices can be lessened through cultural understanding.

Effectiveness of care can be improved through reflecting on distinctive understanding of the life ways, beliefs, and values of individual acculturation patterns and diverse populations.

Cultural and racial differences need the adaptations of the standard interventions.

Cultural awareness tends to improve the self-awareness of the caregiver.

Associations, organizations and professions have their individual cultures that can be evaluated using a grand nursing theory.

The Purnell’s model for cultural competence draws upon several theories and a research base of family development, communication, administrative and organizational theories including other disciplines such as linguistics, economics, history, religion, pharmacology, nutrition ecology, biology, physiology and anatomy, psychology and sociology. this is key to know in ordeer to offer high quality Purnell’s Theory for cultural competence essay writing service and produce high quality papers. The primary characteristics of culture comprise of concepts such as religious affiliation, age, gender, color, race and nationality whereas the secondary characteristics of culture comprises of concepts such as occupation, socioeconomic status, sexual orientation, political beliefs, military experience, parental and marital status and physical characteristics among others. The schematic that is used to depict the Purnell’s model for cultural competence in the table below consists of a circle having an outlying rim that represents the global society, a second rim that represents the community, third rim that represents the family, a fourth inner rim that represents the individual and the mete-paradigm concepts. The inside of the concentric circles comprises of 12 pie-shaped wedges that are used to depict the cultural domains and their respective constructs. In the model, domains are interrelated and that each domain is influenced by a number of other domains. The centre of the Purnell’s model for cultural competence is empty; this denotes the unknown facets of a given cultural group. The bottom of the model has a saw-toothed line that is used to denote the level of cultural consciousness. Whenver you seek our Purnell’s Theory for cultural competence essay writing service, we put these into consideration. The saw-toothed line is linked to the healthcare provider. Since the meta-paradigm concepts in the Purnell’s model for cultural competence draw upon a broad perspective, they are not a reflection of a specific ethnic, cultural or national values and beliefs. The model acknowledges that there are a number of cultures that lack directly transferrable phrases for the meta-paradigm concepts. As a result, caregivers may be compelled to adapt the meta-paradigm concepts to match the cultural needs of the patient. For instance, the definition of a person may be different for individualistic and collectivistic cultures. A case in point is in Western cultures, whereby a person is defined as a standalone unique individual whereas in other cultures, a person may be defined with respect to a family or any other group. The following table summarizes the 12 domains in the Purnell’s Theory model.

Purnell’s Theory for cultural competence essay writing service domains

Domain

Brief Description

Overview/Heritage

Comprises of concepts that are related to occupation, educational status, reasons for immigration, politics, current residence, nationality, and the impacts of topography of nationality and current residence

Communication

Comprises of concepts linked to the dominant dialects and language; variations in language use such as voice intonations, tone and volume; non verbal communication aspects such as eye contact, acceptable greetings, spatial distancing, touch, facial expressions and body language among others; social time versus clock time; and utilization of names

Family roles and organization

Comprises of concepts associated with gender roles and household head; developmental tasks of adolescents and children; family priorities and roles; child rearing practices; and views regarding alternative lifestyles like sexual orientation, single parenting and marriages that are childless.

Workforce issues

Comprises of concepts linked to individualism, ethnic styles of communication, gender roles, assimilation, acculturation, autonomy and healthcare practices in the country of origin

Bio-cultural ecology

Comprises of racial and ethnic differences regarding skin color and physical differences such as topographical, endemic, hereditary and genetic diseases

High risk behaviors

Comprises of concepts such as the use of recreational drugs, alcohol and tobacco; non utilization of safety measures; deficiency in physical activity; and high risk sexual behaviors

Nutrition

Comprises of concepts such as sufficient food intake; food preferences, taboos and rituals; meanings associated with food; and how food is consumed during instances of illness

Pregnancy and child rearing practices

Comprises of concepts associated with fertility practices; birth control methods and practices; views regarding pregnancy; taboo, restrictive and prescriptive practices relating to pregnancy, postpartum treatment and birthing

Spirituality

Entails the use of prayer and religious practices; cultural behaviors that give meaning to life; and the sources of strength for the patient

Health care practice

Entails the emphasis of care (preventive or acute); individual responsibility for his/her health; beliefs regarding traditional and biomedical; perceptions about mental illness and organ transplantation and donation

Health care practitioner

Comprises of the perceptions, use and status of allopathic biomedical, magicoreligious and traditional care providers as well as the gender of the caregiver.

Whenever you need an essay on Purnell’s Theory, look no further. We have seasoned writing experts offering Purnell’s Theory for cultural competence essay writing service who will write your paper from scratch and deliver a high quality paper to earn you grade A. Place your order and share the paper instructions and leave the rest to us.

Ethical/ Bioethical Dilemma in Health Care Position Papers

Identify and research any ethical/bioethical dilemma in health care that is covered in this course (such as Physician Assisted Suicide, Abortion
(done)
, Euthanasia, Organ Donation, End of Life Issues, Stem Cells, AIDS/HIV issues, Reproductive Issues, Genetic Engineering and Testing etc.).  Discuss
both

pro
and
con
positions on the issue and
defend
your preferred position from an
ethical standpoint
.  It is suggested that you do substantial reading of articles and texts prior to writing you paper, since many students change their position after doing the research
.
You
MUST
integrate and reference relevant ethical principles/models applicable to your position.
   The paper must be well thought out and organized into sections
with headings
– and must include at least 2 pages devoted to the pro position, 2 pages devoted to the con position and 2 pages devoted to your final (pro/con) position – (
excluding the abstract, cover page and the reference page.)

 

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NOTE
:  Your paper
MUST:

Include
4 section headings (introduction, pro, con and final position)

Integration and reference
to relevant
Bioethical principles /models
covered in this course

All facts
MUST
be supported by citations from the
literature.

Include a minimum of
6 references
.

 

Ethical/ Bioethical Dilemma in Health Care Position Papers Grading criteria

Introduction
: Description of the particular ethical/bioethical dilemma and it’s importance on Health care practice/policy
            15%

Critical analysis
of
each
position based on literature review (counter arguments and defense)                             
50%

You
MUST

integrate relevant Bioethical principles/models
.

All facts
MUST
be supported by citations from the literature

Final Conclusions, Implications and your position
of the dilemma on health care practice/policy                                   
20%

APA format                                       15%

 

NOTE:

Wikipedia, Dictionaries and Encyclopedias will NOT be accepted as a reference source.

You MUST have a minimum of
6 references for each paper
.

All papers MUST be submitted using SafeAssign.

Please read through the writing and ethical analysis Rubrics  posted under Course Information.

 

Position Paper 1: Ethical Issue:   Abortion

Ethical/ Bioethical Dilemma in Health Care Position Papers Grading criteria

Introduction
: Description of the particular ethical/bioethical dilemma on

Health care practice/policy
                                                     15%    15

Critical analysis
of
each
position based on literature review (counter arguments and defense)                                                                                          5
0%    40

You
MUST
integrate relevant Bioethical principles/models
.

All facts
MUST
be supported by citations from the literature

Final Conclusions, Implications and your position
of the dilemma on health care practice/policy                                                                                   
20%    20

APA format                                                                                       15%    10

                                                                                               

Ethical/ Bioethical Dilemma in Health Care Position Papers Comments

You did a good job researching and writing the paper but you critical analysis needed additional development with the integrations of the bioethical principles/models.  You mentioned principles in the introduction but not in the body of the paper .  You also included some facts with out citations. When you have a long list of authors, list all names first, then of you cite them again you can list the first name et al.