Tag: Clinical-Nursing

Searching and Critiquing the Evidence

This Discussion addresses strategies for searching the literature in order to critique existing evidence.

To prepare Searching and Critiquing the Evidence:

Review the Library Webinars presented in the Learning Resources.

Recall the practice problem and theoretical framework you identified for the Week 5 Discussion.

Using the Library and other professional databases, conduct a search and locate four (4) appropriate primary research articles¯one of which is a systematic review.

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Review the articles and determine what level of evidence they represent. Using the critique strategies presented in the Learning Resources as a guide, consider how the articles you located either support or weaken the merit of your theoretical framework or the importance of your practice problem.

Write and Post 2 PAGES Searching and Critiquing the Evidence cohesive response that addresses the following: Theoretical Framework identified in week 5 
:
  
Health literacy and self-care activities, self-efficacy, and health related outcome of patients with type 2 Diabetes.

How does the literature strengthen or weaken the merit of your selected theoretical framework and practice problem?

What levels of evidence are most prevalent in these articles?

Why do you think that level of evidence is most prevalent?

Searching and Critiquing the Evidence References:

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

Chapter 3, “Introduction to Quantitative Research”

Chapter 4, “Introduction to Qualitative Research”

Moran, K., Burson, R., & Conrad, D. (2017). The doctor of nursing practice scholarly project: A framework for success (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Review Chapter 6, “Developing the Scholarly Project”

Armola, R., Bourgault, A., Halm, M., Board, R., Bucher, L., Harrington, L., & … Medina, J. (2009). AACN levels of evidence: What’s new? Critical Care Nurse, 29(4), 70–73. doi: 10.4037/ccn2009969

Elkins, M. Y. (2010). Using PICO and the brief report to answer clinical questions. Nursing, 40(4), 59–60. doi: 10.1097/01.NURSE.0000369871.07714.39

Healthcare Quality Essay

Review the following broad definition of health care quality and answer the questions that follow:

Health care quality occurs when:

patients can access a continuum of appropriate care and service in a timely manner,

patients are educated and actively participate in the planning and delivery of their care and service,

clinical outcomes are achieved with excellence,

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patients achieve their care goals and optimum quality of life,

patient satisfaction outcomes are delivered with human dignity and compassion, staff satisfaction outcomes reflect pride of achievement, and

Cost/utilization outcomes demonstrate social responsibility.

1. What are your thoughts on this definition of quality? What do you like? What do you dislike? What would you change?

2. What is included in this definition that is not found in many other definitions of health care quality? What is not included in this definition of quality?

3. Is this definition of health care quality realistic and feasible? Explain your answer.

Searching and Critiquing the Evidence

This Discussion addresses strategies for searching the literature in order to critique existing evidence.

To prepare on Strategies for searching the literature in order to critique existing evidence:

Review the Walden Library Webinars presented in the Learning Resources.

Recall the practice problem and theoretical framework you identified for the Week 5 Discussion.

Using the Walden Library and other professional databases, conduct a search and locate four (4) appropriate primary research articles¯one of which is a systematic review.

Review the articles and determine what level of evidence they represent. Using the critique strategies presented in the Learning Resources as a guide, consider how the articles you located either support or weaken the merit of your theoretical framework or the importance of your practice problem.

Write and Post 2 PAGES cohesive response that addresses the following: Theoretical Framework identified in week 5 
:
  
Health literacy and self-care activities, self-efficacy, and health related outcome of patients with type 2 Diabetes.

How does the literature strengthen or weaken the merit of your selected theoretical framework and practice problem?

What levels of evidence are most prevalent in these articles?

Why do you think that level of evidence is most prevalent?

Reference:

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

Chapter 3, “Introduction to Quantitative Research”

Chapter 4, “Introduction to Qualitative Research”

Moran, K., Burson, R., & Conrad, D. (2017). The doctor of nursing practice scholarly project: A framework for success (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Review Chapter 6, “Developing the Scholarly Project”

Armola, R., Bourgault, A., Halm, M., Board, R., Bucher, L., Harrington, L., & … Medina, J. (2009). AACN levels of evidence: What’s new? Critical Care Nurse, 29(4), 70–73. doi: 10.4037/ccn2009969

Elkins, M. Y. (2010). Using PICO and the brief report to answer clinical questions. Nursing, 40(4), 59–60. doi: 10.1097/01.NURSE.0000369871.07714.39

Performance Measurement PowerPoint Slideshow Guidelines

Purpose

The purpose of this PowerPoint presentation is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers for Medicare and Medicaid Services websites and locate hospital compare data for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. You will prepare a Performance Measurement PowerPoint Slideshow Guidelines presentation and share the results of your findings. Opportunities for improving performance measurement indicators will be shared.

Course Outcomes

Completion of this assignment enables the student to meet the following course outcomes.

CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2)

CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3)

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CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7)

CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3)

CO8: Apply concepts of quality and safety using structure, process and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)

Due Dates

This assignment is to be submitted by Sunday, 11:59 p.m. MT, end of Week 6.

Points

This assignment is worth 200 points.

Directions

Review information found on the following website related to hospital compare http://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/HospitalQualityInits/HospitalCompare.html (Links to an external site.)Links to an external site.

Read the information carefully and then locate the following website. http://www.medicare.gov/hospitalcompare (Links to an external site.)Links to an external site.

Search for hospitals within a 50-mile radius of the community where you are working or had your prelicensure clinical experiences. Type in your zip code. Select your hospital and two others. Select hospitals/facilities and choose compare. If you live in a remote area and there are no hospitals listed within a 50-mile radius, select a zip code for a family member or a close friend who does not live near you. The idea is to review comparative data.

Click on the following topics to learn more.

Survey of patient’s experiences

Timely and effective care (focus your search on two of the conditions that apply to services provided at the hospitals)

Readmissions, complications, and deaths

Carefully read the information provided.

Develop a PowerPoint slideshow consisting of 8-10 slides. Include the following, keeping in mind what all this data means.

Title slide with information pertinent to the course.

List reasons to recommend hospital compare to consumers (patients).

List reasons to recommend hospital compare to staff who may seek employment.

For the slides below, clearly label them as Hospital A, B, or C:

Summarize patient experiences data for each hospital.

Summarize timely and effective care data for two conditions.

Summarize data for readmissions and complications and deaths.

List recommendations for improving data for one selected facility.

Summarize what you learned from this experience.

Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site. The Chamberlain Student Success Strategies (CCSSS) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSP CCSSS may be found in the course list in the student portal.

Submit your PowerPoint slideshow by 11:59 p.m. MT, Sunday, end of Week 6.

Best Practices in Preparing PowerPoint Presentations

The following are best practices in preparing this presentation.

Be creative.

Incorporate graphics, clip art, or photographs to increase interest.

Make easy to read with short bullet points and large font.

Review directions thoroughly.

Proofread prior to final submission.

Spell check for spelling and grammar errors prior to final submission.

Abide by the Chamberlain academic integrity policy.

*Academic Integrity Reminder*

College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this Performance Measurement PowerPoint Slideshow Guidelines assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Please see the Performance Measurement PowerPoint Slideshow Guidelines grading criteria and rubrics

NOTE: Please use your browser’s File setting to save or print this page.

This Cognitive Ability Essay assignment will help you understand diseases that affect an aging senior’s memory or cognitive ability.

Using the University Online Library or the Internet, identify and choose a disease that affects an aging person’s memory or cognitive ability.

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Based on your research and understanding, create a 4- to 5-page Cognitive Ability Essay Microsoft Word document that includes the following:

A general overview of the disease

The signs and symptoms of this disease

Who are the people affected by the disease

A holistic look at how it affects the senior citizen

Statistics on prevalence of the disease

Current technology being used to treat this disease

Provide examples of the role that technology is playing in the diagnosis, treatment, or cure of this disease

Explain how the future of the disease will be affected by the available technology

Support your Cognitive Ability Essay responses with examples.

Cite any sources in APA format.

Motivation and Behavior

We learned effective communication is essential in overcoming conflict, embracing our similarities and differences, and streamlining our work. On the basis of your learning, review the scenario given below and develop the ways to address any misunderstandings based on ineffective communication.

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You have been invited to be in charge of developing a team-building activity to improve collaboration, morale, and increased communication for your team members. Your department is closing for the day so you all can spend about four hours together in a team environment. The staff members will be placed into groups of three to run a maze, and the winning team will receive an extra four hours paid time off (PTO) time to use for a half vacation day. All members are excited about getting extra time off and, even though they have not participated in a maze-running event, they are happy to be out of the office. After the race is over, the group will be treated for lunch at a very nice restaurant. Review the following details of team members:

Rosamma and Mary are the two administrative staff members who do not get along. Rosamma keeps to herself, is quiet, wears traditional long dresses and cooks ethnic foods for lunch every day. Mary is outspoken, loud, hurries through assignments, and seems to be on her cell phone often talking about her personal life to friends. Mary is twenty and Rosamma is forty-six.

Cindy, thirty-five, and Lolita, forty, are the part-time staff members. They often bring their problems to work and are stressed due to the economy. They interact at work with the full time staff, but the full time staff think they complain too much and “what for, they only work part-time.”

Chip is a twenty-three-year-old maintenance worker who has two children and works a part-time job at night in addition to his full-time role. He is tired as he has been continuously working for many days.

Samir is fifty-five and works full-time, and cannot wait until he retires.

Sarah is the fifty-two-year-old negative department manager who complains about everyone else. However, she is a strong informal leader and has influence over the group.

Jerry is twenty-four and in graduate school. In fact, he is the president of his class and majors in business. He will likely leave in about one year when he graduates. He has a positive attitude and is currently a bit demotivated because no one likes to work together and there seems to be no direction at this point. He has made fun of Sarah just because she makes negative comments to him.

You are the manager (use your current age) and you are just promoted into this position as the leader of the group.

Your Motivation and Behavior presentation should consist of 12–15 professional color Microsoft PowerPoint slides (not including the title and reference slide) along with detailed speaker notes to include examples to support each slide.

You need to divide the teams into three groups. Remember this is a team-building activity.

Can you put Rosamma and Mary together on a team when they clearly have communication issues and Mary feels Rosamma is “slow and too quiet . . . besides, she prays all the time.” Should the two younger males in the department be put on the same team or divided up to run with the women, even though they make comments about how old Sarah is and how she wears old-fashioned clothes? Give reasons.

How will you make the determination which members to put together?

Should members, who have a negative attitude, be placed with team members who are excited about this event? Why or why not?

How will a negative manager affect the overall group dynamic as opposed to a positive leader who wants to see his or her team develop?

How influential can an informal leader be among the team members? Can an informal leader carry more power than the formal manager?

What barriers to effective teamwork can you anticipate and how will it be addressed?

What specific traits will make this team-building activity a success?

From your understanding of Motivation and Behavior, how can effective leaders demonstrate care and value the workgroup to improve collaboration, motivation, and low turnover in the workplace?

How do you think results can improve when effective communication is practiced in the healthcare field with peers, colleagues, and leadership teams?

Support your Motivation and Behavior responses with examples.

Cite any sources in APA format.

Compare and contrast two change theories, and determine which theory   makes the most sense for implementing your specific EBP project. Why?   Has your mentor used either theory, and to what result?

Literature Evaluation Table

In nursing practice, accurate identification and application of   research is essential to achieving successful outcomes. Being able to   articulate the information and successfully summarize relevant   peer-reviewed articles in a scholarly fashion helps to support the   student’s ability and confidence to further develop and synthesize the   progressively more complex assignments that constitute the components   of the course change proposal capstone project.

For this assignment, the student will provide a synopsis of eight   peer-reviewed articles from nursing journals using an evaluation table   that determines the level and strength of evidence for each of the   eight articles. The articles should be current within the last 5 years   and closely relate to the PICOT statement developed earlier in this   course. The articles may include quantitative research, descriptive   analyses, longitudinal studies, or meta-analysis articles. A   systematic review may be used to provide background information for   the purpose or problem identified in the proposed capstone project.   Use the “Literature Evaluation Table” resource to complete   this assignment.

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

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

Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences):

 

Criteria

Article 1

Article 2

Article 3

Article 4

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

Article Title and Year Published

 

Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

 

Design (Type of Quantitative, or Type of Qualitative)

 

Setting/Sample

 

Methods: Intervention/Instruments

 

Analysis

 

Key Findings

 

Recommendations

 

Explanation of How the Article Supports EBP/Capstone Project

 

 

 

Criteria

Article 5

Article 6

Article 7

Article 8

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

Article Title and Year Published

 

Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

 

Design (Type of Quantitative, or Type of Qualitative)

 

Setting/Sample

 

Methods: Intervention/Instruments

 

Analysis

 

Key Findings

 

Recommendations

 

Explanation of How the Article Supports EBP/Capstone

 

 

Literature Evaluation Table Rubric

 

1

Unsatisfactory 0-71%

0.00%

2

Less Than Satisfactory 72-75%

75.00%

3

Satisfactory 76-79%

79.00%

4

Good 80-89%

89.00%

5

Excellent 90-100%

100.00%

100.0 %Article Selection

5.0 %Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article

Author, journal (peer-reviewed), and permalink or working link to access article section is not included.

Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.

Author, journal (peer-reviewed), and permalink or working link to access article section is present.

Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.

Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.

5.0 %Article Title and Year Published

Article title and year published section is not included.

Article title and year published section is present, but it lacks detail or is incomplete.

Article title and year published section is present.

Article title and year published section is clearly provided and well developed.

Article title and year published section is comprehensive and thoroughly developed with supporting details.

10.0 %Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.

5.0 %Design (Type of Quantitative, or Type of Qualitative)

Design (type of quantitative, or type of qualitative) section is not included.

Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.

Design (type of quantitative, or type of qualitative) section is present.

Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.

Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.

5.0 %Setting or Sample

Setting or sample section is not included.

Setting or sample section is present, but it lacks detail or is incomplete.

Setting or sample section is present.

Setting or sample section is clearly provided and well developed.

Setting or sample section is comprehensive and thoroughly developed with supporting details.

5.0 %Methods: Intervention or Instruments

Methods: Intervention or instruments section is not included.

Methods: Intervention or instruments section is present, but it lacks detail or is incomplete.

Methods: Intervention or instruments section is present.

Methods: Intervention or instruments section is clearly provided and well developed.

Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details.

10.0 %Analysis

Analysis section is not included.

Analysis section is present, but it lacks detail or is incomplete.

Analysis section is present.

Analysis section is clearly provided and well developed.

Analysis section is comprehensive and thoroughly developed with supporting details.

10.0 %Key Findings

Key findings section is not included.

Key findings section is present, but it lacks detail or is incomplete.

Key findings section is present.

Key findings section is clearly provided and well developed.

Key findings section is comprehensive and thoroughly developed with supporting details.

10.0 %Recommendations

Recommendations section is not included.

Recommendations section is present, but it lacks detail or is incomplete.

Recommendations section is present.

Recommendations section is clearly provided and well developed.

Recommendations section is comprehensive and thoroughly developed with supporting details.

10.0 %Explanation of How the Article Supports EBP or Capstone

Explanation of how the article supports EBP or capstone section is not included.

Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.

Explanation of how the article supports EBP or capstone section is present.

Explanation of how the article supports EBP or capstone section is clearly provided and well developed.

Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.

10.0 %Presentation

The piece is not neat or organized, and it does not include all required elements.

The work is not neat and includes minor flaws or omissions of required elements.

The overall appearance is general, and major elements are missing.

The overall appearance is generally neat, with a few minor flaws or missing elements.

The work is well presented and includes all required elements. The overall appearance is neat and professional.

10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

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

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

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

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

The writer is clearly in command of standard, written, academic English.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

 

Bottom of Form

leadership questions

 

Give an example of how you can manage competing priorities

 

 

Give examples of how you administer and how you innovate, how you control (or attempt to) and how you inspire trust

 

 

 

 

Give an example of how you plan to balance work and the rest of life once you become an employed R.N.

 

 

Why is life long learning essential for a person in leadership?

 

 

 

Proverbs 3:6 reads: In all your ways acknowledge him, and he will make your paths straight. How have you acknowledged the Lord lately and share an example of how He has made your journey a little easier.

Select a potential natural or man-made disaster that could happen in

>    your community. Then, write a 3- to 4-page paper about the disaster from

>    the community nurse’s perspective.

>

> Section 1: The Disaster, Man-Made or Natural

>

>    – What disasters may strike your community and why? For example, do you

>    live in “Tornado Alley,” or has climate change resulted in unusual cold

>    weather snaps or blizzards in your community? Are you located in a flood

>    plain? Include possible diseases that may result from a natural

> disaster,

>    such as tetanus or cholera.

>

> Section 2: The Nursing Response

>

>    – Formulate responses to the disaster, considering systems and community

>    levels of intervention.

>    – Review websites where a disaster plan may be available for the public,

>    or if one is not currently available, call public health department to

> see

>    if a disaster plan exists for your community and what the plan contains.

>    – In addition to reviewing websites for information about your local

>    disaster plan, you will need to locate best practice/evidence-based

>    practice guidelines in professional literature to determine whether your

>    community’s disaster plan is as sound as it might be or if there is room

>    for improvement.

>

> Section 3: Is My Community Prepared for a Disaster?

>

>    – What conclusions can you draw about your community’s preparedness plan

>    from having completed this evaluation?

>

>

> Week 4: Evidence-Based Practice in Disaster Planning: Nurses as Leaders

>

>    – Public health surveillance is one way that public health officials

>    target intervention strategies (Turlock, 2016). Often, it is through

> prompt

>    recognition of and reporting of incidents of communicable disease that a

>    disaster can be averted (Turlock, 2016). Surveillance activities often

>    prompt questions such as, What is causing the disease? How is it

> spreading?

>    And who is at risk (Turlock, 2016)? While it is true that preparedness

>    planning cannot eliminate all traces of threat to a community, planning

>    assures that medical services and treatment are deployed in an

> effective,

>    efficient, and rapid manner (Turlock, 2016). Public health plays a vital

>    role in coordination of providers, assurance of supplies particularly

> when

>    the Strategic National Stockpile pharmaceuticals and supplies are

> required,

>    and mobilization of state and national response systems. Public health

>    officials may also provide health care services when required (Turlock,

>    2016).

>    – Stanhope (2016) noted that evidence-based practice (EBP) has become

>    more important in health care for many reasons: increased expectations

> of

>    consumers, increased availability of information through the Internet,

>    increased accountability for results, health care economic changes, and

>    growing numbers of lawsuits, among other reasons. EBP is a lifelong

>    problem-solving approach that regularly produces excellent results and

>    often provides the theoretical underpinnings for programs to mitigate

>    problems in the community. Once programs are in place, evaluation of

> their

>    effectiveness should be conducted to determine whether they are worth

> the

>    continued expenditure of resources. Use of EBP is vital to assure safe

>    outcomes for populations during disasters, such as massive communicable

>    disease outbreaks, and should be the foundation of disaster-planning

>    strategies.

>

>

> Required Readings

>

> Stanhope, M., & Lancaster, J. (2016). Public health nursing:

> Population-centered health care in the community (9th ed.). St. Louis, MO:

> Elsevier.

>

>    – Chapter 15, “Evidence-Based Practice” (pp. 342–354)

>    – Chapter 23, “Public Health Nursing Practice and the Disaster

>    Management Cycle” (pp. 503–528)

>    – Chapter 24, “Public Health Surveillance and Outbreak Investigation”

>    (pp. 529–544)

>    – Chapter 25, “Program Management” (pp. 545–567)

>

> Required Media

>

>    – Laureate Education (Producer). (2009a). Family, community and

>    population-based care: Emergency preparedness and disaster response in

>    community health nursing [Video file]. Baltimore, MD: Author.

>    – TED. (2012). How to step up in the face of disaster [Video file].

>    Retrieved from

>

> 

>    – This Ted Talk describes the actions of two sisters who step up as

>    leaders during a tornado disaster in their community.