Tag: Clinical-Nursing

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.

The Health Information System Case Selection and Proposal paper

You will propose how the particular health information system used in your selected case would be applicable in a health care organization of your choice. Refer to your chosen organization as “[ABC] Health Care.” You will be expanding on your selection in the assignments for Weeks 2 through 5, and putting all of your assignments together to create a Final Presentation in Week 6. You will use a proposal form provided here to complete this assignment. (Click on
 QUALITY IMPROVEMENT STUDENT PROJECT PROPOSAL
 
to view a sample TMIT students’ proposal. While this The Health Information System Case Selection and Proposal paper doesn’t match the proposal form exactly, it will help give you an idea of what a proposal should look like.)

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Evaluate the needs that are present within your selected case study as it applies to your “ABC Health Care” organization.

Examine the practices from your selected case study that confirm or contradict that data is complete, accurate, consistent, timely, secure, and fit for use.

Compare and contrast the different types of data and information generated by the health care organization in your case.

The Health Information System Case Selection and Proposal paper

Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style

Must include a separate title page with the following:

Title of Proposal

Student’s name

Course name and number

Instructor’s name

Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement.

Must address the topic of the paper with critical thought.

Must end with a conclusion that reaffirms your thesis.

Must use at least three scholarly or peer-reviewed sources in addition to the course text

Must have a separate reference page.

The Case Study is Kaiser Permanente: Breaching the Security of an Internet Patient Portal. You can google this case.

Book: Wager, K.A., Lee, F.W. & Glaser, J.P. (2017). Health care information systems: A practice approach for health care management (4
th
ed.). Retrieved from
https://ebookcentral

Consumer Health Informatics Essay

Consumer Health Informatics (CHI) is the field that helps to connect  the gap between patients and health resources. Its focus is to provide  patients with the most complete health information possible.

Using the South University Online Library or the Internet, research  on CHI. Based on your readings and understanding, create a 3- to 4-page  Microsoft Word report that provides the answers to the following  questions:

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What role will medical informatics professionals play in CHI? What are some of the barriers to the growing role of CHI?

What do you believe is the most important thing that needs to happen  next in order for CHI to continue evolving? How can it best be  addressed?

What are the key factors in training users of health information systems technologies?

How can personal health record systems and electronic health systems contribute to advancing the role of CHI?

What are the three options for CHI that could improve healthcare quality and lower costs in the future?

Consumer Health Informatics Essay Submission Details:

Support your responses with examples.

Cite any sources in APA format.

QUALITY IMPROVEMENT STUDENT PROJECT PROPOSAL:ABC Health Care

Fill-in the details below between the brackets

 

BACKGROUND

 

Setting:
Here, describe the place that you will focus on for this proposal and the specific of that place.

[

Health Care Service:
In this section, share the specific health care service that you are proposing a quality improvement for.

[
].

 

Problem:
In this section, describe the specific problem you have found. Be sure to include evidence from sources that support this is a problem.

[
].

Barriers to Quality:
Here, share any barriers that exist that hinder the quality that is needed. Be sure to provide evidence from sources to support your claims.

[
].

 

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THE INTERVENTION

In this section, discuss the intervention or solution you are proposing to improve the quality of the problem you have identified. Provide evidence from sources to support your suggestions.

[
].

 

Process Defect:
Here, include the overall process that will be used to implement the proposed solution.

[
].

 

Aim (Objective):
Here, state the objective of the proposed intervention.

[
].

 

STRATEGY FOR IMPLEMENTATION

Here, identify and describe the steps or the strategy that will be taken to implement the intervention.

[
].

 

Measures:
In this space, share what will be used to measure the implementation of the intervention or how the results of the implementation will be measured.

[
].

 

Barriers to Change:
Here, include a discussion of any barriers that could get in the way of the proposed change. Include any evidence from sources that can support your claims.

[
].

 

Simple Rules:
Here, include the rule that will be satisfied by your proposed intervention. 

[
].

Cost Implications:
Here, include any costs associated with the proposed intervention.

[
].

Purnell Model for Cultural Competence Nursing Essay Instructions

Diversity has a significant influence on health care. Studying transcultural health care helps health professionals understand different cultures in order to provide holistic and individualized health care. Review the Purnell Model for Cultural Competence, including the theory, framework and 12 domains. Write 750-1,000 word Purnell model for cultural competence nursing essay paper exploring the Purnell Model for Cultural Competence. Include the following:

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Explain the theory and organizational framework of the Purnell Model, and discuss its relevance to transcultural health care.

Describe Purnell`s 12 domains of culture, and assess how each of these domains plays an active role in the diversity of health care in your specific field.(Nursing)

Discuss how this model can be applied when working with different cultures in order to become a more culturally competent health care provider.

Cite at least three references, including the course textbook.

Prepare this purnell model for cultural competence nursing essay assignment according to the APA guidelines found in the APA Style Guide, An abstract is not required.

This Purnell model for cultural competence nursing essay assignment uses a rubric.

Explanation uses details and support to clearly illustrate Purnell`s theory and organizational framework. The purposes of the model are described. Discussion is insightful. Support and examples are provided that demonstrate the relevance of the model to transcultural health care. An in-depth description of Purnell`s 12 domains of culture is presented. A detailed analysis of the domains and their application in the student`s specific field of health care is clearly presented. Analysis contains specific examples of the model`s application for diverse cultures. Application of the model is insightful and has true application potential.

Application of Purnell`s model is presented. Discussion provides a clear approach to cultivating cultural competence. The application of Purnell`s model is inclusive for all cultures or variants of culture. The proposed application of this model clearly supports cultural competency.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

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

All format elements are correct.

Use the following heading as sections in your Purnell Model for cultural competence nursing essay.

I. Introduction to the Model

II. Application of the Model in your own nursing practice

III. Clinical Scenario

IV. Conclusion

Case Analysis: Systems Acquisition Essay Paper

Prior to beginning work on this Case Analysis: Systems Acquisition Essay Paper assignment, read Chapters 4 through 6 from the Wager, Lee, & Glaser (2017) text and the articles by Magaw (2013) and McCann (2012). In addition, review the 
System Usability Scale 
(SUS) website and watch two of the cases (videos) from the AHRQ Health IT Success Stories before you complete this assignment (these cases will be revisited in Week 4).

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One of the ways that we gain information in life is to learn from other’s experiences. The link below provides access to AHRQ Health IT Success videos, they will help to guide your thinking as you analyze your case. Use the information to compare, contrast, or highlight your Week 1’s case choice. You will note that each case is centered on how health care IT impacts patient care or outcome. Click here to access the 
AHRQ Health IT Success Stories
 playlist. You can view the videos all at once in the playlist, but if you are citing one in your assignment, make sure to use the individual video reference entry provided in this week’s Required Resources section.

In your Case Analysis: Systems Acquisition Essay Paper, after you review your selected videos above, reflect on your Week 1 assignment and address the following:

Assess the part the Agency for Healthcare Research and Quality (AHRQ) plays in health care information systems acquisition.

Provide alternatives to alleviate major concerns.

Analyze whether value was added through acquisition to your proposed health care information system.

Analyze the principles of SDLC (a decision-making model) as is applicable to your health care IT systems acquisition.

Assess the System Usability Scale(Links to an external site (SUS) and the user experience.

Evaluate the essential components of the project life cycle.

Examine the benefit(s) and economic impact of your proposed system acquisition.

Describe whether the quality implementation/acquisition impacts your chosen topic for your proposal and final presentation. This response needs to be one paragraph in length.

The Case Analysis: Systems Acquisition paper

Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement.

Must address the topic of the paper with critical thought.

Must end with a conclusion that reaffirms your thesis.

Must use at least three scholarly sources or peer-reviewed sources in addition to the course text.

The 
Scholarly, Peer Reviewed, and Other Credible Sources
 table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this Case Analysis: Systems Acquisition Essay Paper assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

Must document all sources in APA style as outlined in the Ashford Writing Center.

Must include a separate references page that is formatted according to APA style as outlined in the Writing Center

Scholarly, Peer Reviewed, and Other Credible Sources

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Source type

What is it?

Examples

Best used for

Scholarly

A source written by scholars or academics in a field. The purpose of many scholarly sources is to report on original research or experimentation in order to make such information available to the rest of the scholarly community.  The audience for scholarly sources is other scholars or experts in a field.  Scholarly sources include references and usually use language that is technical or at a high reading level.

 

*Note: Different databases may define “scholarly” in slightly different ways, and thus a source that is considered “scholarly” in one database may not be considered “scholarly” in another database.  The final decision about the appropriateness of a given source for a particular assignment is left to the instructor.

Scholarly Journals

·        
Journal of Management Information Systems

·        
American Journal of Public Health

·        
Early Childhood Research Quarterly

 

Scholarly Books (published by a university press or other high-quality publisher)

·        
Shari’a Politics: Islamic Law and Society in the Modern World

·        
The Grand Design: Strategy and the U.S. Civil War

·        
The Hidden Mechanics of Exercise: Molecules That Move Us

Journal articles:

·         Recent research on a topic

·         Very specific topics or narrow fields of research

·        
NOT
good for an introduction to or broad overview of a topic

 

Books:

·         In-depth information and research on a topic

·         Putting a topic into context

·         Historical information on a topic

Peer Reviewed

A publication that has gone through an official editorial process that involves review and approval by the author’s peers (experts in the same subject area). Many (but not all) scholarly publications are peer reviewed.

 

*Note: even though a journal is peer reviewed, some types of articles within that journal may not be peer reviewed.  These might include editorials or book reviews.

 

**Note: some publications (such as some trade journals) can be peer reviewed but not scholarly.  This is not common.

See “Scholarly Journals” above

 

Books go through a different editorial process and are not usually considered to be “peer reviewed”.  However, they can still be excellent scholarly sources.

 

See above

Credible

A source that can be trusted to contain accurate information that is backed up by evidence or can be verified in other trusted sources.  Many types of sources can fall into this category.

 

*Note: The final decision about the appropriateness of a given source for a particular assignment is left to the instructor.

See above.  Also:

·         Newspapers

·         Magazines

·         Books

·         Trade journals or publications

·         Government websites

·         Websites from educational institutions (like universities)

·         Websites or other publications from reputable organizations (like the Mayo Clinic)

·         Encyclopedias (general or subject)

 

Many websites could be considered credible.  The more information provided about the source, the more likely they are to be credible.  Look for information about the author and/or the organization, how recently it was published, the intended audience, the intended purpose, and whether there is evidence of bias.

·         Basic/general/background information about a topic

·         Current events

·         Local news

·         Statistical data

·         Information about specific organizations or companies (look at the organization’s or company’s website, or look for articles in newspapers or trade journals)

·         Government information

·         Information about popular culture

·         Opinions or commentaries

·         Topics of general interest