NR439_W3_PICOT_Worksheet2
Tag: Clinical-Nursing
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NR503 Collaborative Healthcare Essay Papers
NR503 Collaborative Healthcare Essay Papers
Key Concepts Worksheet
Key Concepts Worksheet
Guidelines& Grading Rubric
Purpose
The purpose of this assignment is to identify key concepts in epidemiology that will assist the student in understanding the purpose of epidemiology as it relates to clinical practice, surveillance and prevention of disease, and healthcare research.You will work on building a foundation of definitions and an understanding of how they apply to monitoring disease in populations. NR503 Collaborative Healthcare Essay Papers
Course Outcomes
Through this NR503 Collaborative Healthcare Essay Papers assignment, the student will demonstrate the ability to:
(CO#1) Define key terms in epidemiology, community health, and population-based research.
Due Date: Sunday 11:59 p.m. (MT) at the end of Week 1
Total Points Possible:50
REQUIREMENTS:
1. Complete the Epidemiological Key Concepts Worksheet.
2. For each question identify the correct answer and cite the source used to answer the questions
3. Submit the worksheet to the DropBox by 11:59 p.m. MT Sunday of Week 1
Course Information Worksheet
Prior to completing this worksheet, review the Week 1 lecture and reading assignments (Chapters 1-4 of your course text). Provide a complete answer to each question. Each question is worth 5 points. Please cite the source of each answer below the answer as in the example provided below.
EXAMPLE:
Question: Modes of indirect common vehicle disease transmission include single exposure,multiple exposures, and continuous exposure.
Source:
Gordis, L. (2014). Epidemiology (5thed.). Philadelphia, PA: Elsevier. Chapter 2, p. 20.
1. Define Primary, Secondary, and Tertiary prevention.
2. True or False: Prevention and treatment of a single specific disease are exclusive activities that do not occur together when providing care to a patient. NR503 Collaborative Healthcare Essay Papers
3. The ________________ Concept is important because in counting incidence and prevalence of disease it is not sufficient to count only clinically apparent cases, but those who are asymptomatic or exposed without infection.
4. Please define the following:
Clinical Disease –
Preclinical Disease –
Subclinical Disease –
Persistent (Chronic) Disease –
Latent Disease –
5. Match the following terms with their definition:
____ Pandemic A. Habitual presence of a disease within a geographic area.
____ Endemic B. Occurrence of a disease in a community/geographic area in
excess of normal expectancy.
____ Common-Vehicle Exposure C. Resistance of a group of people to a disease because a large
portion of the population is immune.
____ Epidemic D. An excessive occurrence of disease present globally.
____ Herd Immunity E. When a group of people are exposed to a substance or organism that causes common illness.
6. What is the one medical advance that is associated with the Black Death in Europe in the late 1300’s?
7. This is a two part question:
A. Define, through a fractional representation, what attack rate is.
B. After a large wedding reception several people develop symptoms of acute gastroenteritis. It appeared to be tied to eating a specific seafood salad sered. Using the following 2 by 2 table, numerically represent the attack rate for wedding attendies who ate the seafood salad
Ate Seafood Salad Did not eat Seafood Salad
Gastroenteritis symptoms 72 15
No gastroenteritis symptoms 24 135
8. Define the following: active surveillance, passive surveillance, incidence rate,and prevalence rate.
9. There are two parts to this question: NR503 Collaborative Healthcare Essay Papers
A. What are two reasons that the prevalence rate of a disease I a community could decrease?
B. What are age-adjusted death rates used for?
10. Name and define at least two measures of mortality as fractional representations.
NR503 Collaborative Healthcare Essay Papers
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Westcoast nurs521 Ethical Frameworks Essay
Westcoast nurs521 Ethical Frameworks Essay
Consider the “Four Topics Approach” (or Four Box method) to ethical decision making on page 61, Table 2.1 in Butts (below). Apply this model to a challenging situation in your nursing career that required you to consider the ethical dimensions of the patient case and the role you played in providing care. Specifically apply and address the questions within each topic area as they pertain to your situation.
In your conclusion, discuss the impact of the Four Topics process. Did applying these principles shape your decision making in any way? Does this seem like a valid process for you to apply in your practice?
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Your paper should be 1-2 pages. Adhere to APA formatting throughout, and cite any outside sources you may use.
Review the rubric for further information on how your assignment will be graded.
Optional: You may download this pdf, complete it using correct grammar and APA, and submit it as your assignment in lieu of writing a paper. *You will need Adobe Acrobat in order to utilize this fillable .pdf form.
Due: Sunday, 11:59 p.m. (Pacific time)
Points: 60
TABLE 2-1 Four Topics Method for Analysis of Clinical Ethics Cases
Medical Indications: The Principles of Beneficence and Nonmaleficence
1. What is the patient’s medical problem? Is the problem acute? Chronic? Critical? Reversible? Emergent? Terminal?
2. What are the goals of treatment?
3. In what circumstances are medical treatments not indicated?
4. What are the probabilities of success of various treatment options?
5. In sum, how can this patient be benefited by medical and nursing care, and how can harm be avoided?
Patient Preferences: The Principle of Respect for Autonomy
1. Has the patient been informed of benefits and risks, understood this information, and given consent?
2. Is the patient mentally capable and legally competent, and is there evidence of incapacity?
3. If mentally capable, what preferences about treatment is the patient stating?
4. If incapacitated, has the patient expressed prior preferences?
5. Who is the appropriate surrogate to make decisions for the incapacitated patient?
6. Is the patient unwilling or unable to cooperate with medical treatment? If so, why?
Quality of Life: The Principles of Beneficence and Nonmaleficence and Respect for Autonomy
1. What are the prospects, with or without treatment, for a return to normal life, and what physical, mental, and social deficits might the patient experience even if treatment succeeds?
2. On what grounds can anyone judge that some quality of life would be undesirable for a patient who cannot make or express such a judgment?
3. Are there biases that might prejudice the provider’s evaluation of the patient’s quality of life?
4. What ethical issues arise concerning improving or enhancing a patient’s quality of life?
5. Do quality-of-life assessments raise any questions regarding changes in treatment plans, such as forgoing life-sustaining treatment?
6. What are plans and rationale to forgo life-sustaining treatment?
7. What is the legal and ethical status of suicide?
Contextual Features: The Principles of Justice and Fairness
1. Are there professional, interprofessional, or business interests that might create conflicts of interest in the clinical treatment of patients?
2. Are there parties other than clinicians and patients, such as family members, who have an interest in clinical decisions?
3. What are the limits imposed on patient confidentiality by the legitimate interests of third parties?
4. Are there financial factors that create conflicts of interest in clinical decisions?
5. Are there problems of allocation of scarce health resources that might affect clinical decisions?
6. Are there religious issues that might influence clinical decisions?
7. What are the legal issues that might affect clinical decisions?
8. Are there considerations of clinical research and education that might affect clinical decisions?
9. Are there issues of public health and safety that affect clinical decisions?
10. Are there conflicts of interest within institutions and organizations (e.g., hospitals) that may affect clinical decisions and patient welfare?
Westcoast nurs521 Ethical Frameworks Essay
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NR503
NR503
Week 1 assignment
Key Concepts Worksheet
Key Concepts Worksheet
Guidelines& Grading Rubric
Purpose
The purpose of this assignment is to identify key concepts in epidemiology that will assist the student in understanding the purpose of epidemiology as it relates to clinical practice, surveillance and prevention of disease, and healthcare research.You will work on building a foundation of definitions and an understanding of how they apply to monitoring disease in populations.
Course Outcomes
Through this assignment, the student will demonstrate the ability to:
(CO#1) Define key terms in epidemiology, community health, and population-based research.
Due Date: Sunday 11:59 p.m. (MT) at the end of Week 1
Total Points Possible:50
REQUIREMENTS:
1. Complete the Epidemiological Key Concepts Worksheet.
2. For each question identify the correct answer and cite the source used to answer the questions
3. Submit the worksheet to the DropBox by 11:59 p.m. MT Sunday of Week 1
Course Information Worksheet
Prior to completing this worksheet, review the Week 1 lecture and reading assignments (Chapters 1-4 of your course text). Provide a complete answer to each question. Each question is worth 5 points. Please cite the source of each answer below the answer as in the example provided below.
EXAMPLE:
Question: Modes of indirect common vehicle disease transmission include single exposure,multiple exposures, and continuous exposure.
Source:
Gordis, L. (2014). Epidemiology (5thed.). Philadelphia, PA: Elsevier. Chapter 2, p. 20.
1. Define Primary, Secondary, and Tertiary prevention. NR503
2. True or False: Prevention and treatment of a single specific disease are exclusive activities that do not occur together when providing care to a patient.
3. The ________________ Concept is important because in counting incidence and prevalence of disease it is not sufficient to count only clinically apparent cases, but those who are asymptomatic or exposed without infection.
4. Please define the following:
Clinical Disease –
Preclinical Disease –
Subclinical Disease –
Persistent (Chronic) Disease –
Latent Disease –
5. Match the following terms with their definition:
____ Pandemic A. Habitual presence of a disease within a geographic area.
____ Endemic B. Occurrence of a disease in a community/geographic area in
excess of normal expectancy.
____ Common-Vehicle Exposure C. Resistance of a group of people to a disease because a large
portion of the population is immune.
____ Epidemic D. An excessive occurrence of disease present globally.
____ Herd Immunity E. When a group of people are exposed to a substance or organism that causes common illness.
6. What is the one medical advance that is associated with the Black Death in Europe in the late 1300’s?
7. This is a two part question:
A. Define, through a fractional representation, what attack rate is.
B. After a large wedding reception several people develop symptoms of acute gastroenteritis. It appeared to be tied to eating a specific seafood salad sered. Using the following 2 by 2 table, numerically represent the attack rate for wedding attendies who ate the seafood salad
Ate Seafood Salad Did not eat Seafood Salad
Gastroenteritis symptoms 72 15
No gastroenteritis symptoms 24 135
8. Define the following: active surveillance, passive surveillance, incidence rate,and prevalence rate.
9. There are two parts to this question:
A. What are two reasons that the prevalence rate of a disease I a community could decrease?
B. What are age-adjusted death rates used for?
10. Name and define at least two measures of mortality as fractional representations.
Week 3 assignment
Relative Risk Calculations Worksheet
Guidelines& Grading Rubric
Purpose
The purpose of this assignment is to help you to begin to understand and apply the important counts, ratios, and statistics presented in healthcare and epidemiological research. Remember to use the list of formulas presented prior to the problems and to carefully consider the purpose of each calculation and how it is interpreted.
Course Outcomes
Through this assignment, the student will demonstrate the ability to:
(CO #3) Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics.
(CO #4) Apply commonly used measures of health risk.
(CO #6) Identify important sources of epidemiological data.
Due Date: Sunday 11:59 p.m. (MT) at the end of Week 3
Total Points Possible:50
REQUIREMENTS:
1. Complete the Risk Calculation Worksheet located in Course Resources.
2. For each question identify the correct answer.
3. Submit the worksheet to the DropBox by 11:59 p.m. MT Sunday of Week 3
Epidemiological Formulas and Statistics
Parameter Definition Formula
Incidence (exposed) Incidence of new cases of disease in persons who were exposed number (exposed with disease)/Total number of exposed
Incidence (unexposed) Incidence of new cases of disease in persons who were not exposed number (unexposed with disease)/Total number of unexposed. NR503
Incidence of Disease Measure of risk. Total number in a population with a disease divided by the total number of the population. Number with the disease/ Total population number
Relative Risk Risk of disease in one group versus another. Risk of developing a disease after exposure. If this number is one, it means there is no risk. R(exposed)/Risk (unexposed) (# exposed with disease(divided by)/total of all exposed)
(# of non-exposed with disease/(divided by)total of all non exposed)
Odds Ratio A measure of exposure and disease outcome commonly used in case control studies. R(exposed) / R (unexposed)
1- R(exposed) 1-R(unexposed)
Prevalence The number of cases of a disease in a given time regardless of when it began. (new and old cases) (Persons with the disease/ Total population) X 1000
Attributable Risk The difference in disease in those exposed and unexposed and is calculated from prospective data. Directly attributed to exposure (if exposure gone, disease would be gone) R(exposed) – R(unexposed)
Crude Birth Rate The number of live births per 1,000 people in the population (# of births/estimated mid-year population) X 1000
Crude Death Rate The number of deaths per 1,000 people in the population (# of deaths/estimated mid-year population) X 1000
Fetal Death Rate The number of fetal deaths (20 weeks or more gestation) per 1,000 live births. (# of fetal deaths/ # of live births + fetal deaths) X 1000
Annual Mortality Rate Usually an expression of a specific disease or can be all causes per 1,000 people for a year. (# of deaths of all causes (or a specific disease)/Mid-year population) X 1000
Case Fatality Rate The parentage of individuals who have a specific disease and die within a specific time after diagnosis. (# of persons dying from a disease after diagnosis or set period/ # of persons with the disease) X 100
Relative Risk Calculation Worksheet
Prior to completing this worksheet, review the lessons, reading and course text up to this point. Also review the tables of calculations. Each question is worth five (5) points. There is only one right answer for each of the ten problems.
1. The population in the city of Springfield, Missouri in March, 2014 was 200,000.
The number of new cases of HIV was 28 between January 1 and June 30th 2014.
The number of current HIV cases was 130 between January 1 and June 30th 2014.
The incidence rate of HIV cases for this 6 month period was:
A. 7 per 100,000 population
B. 14 per 100,000 population
C. 28 per 100,000 population
D. 85 per 100,000 population
2. The prevalence rate of HIV cases in Springfield, Missouri as of June 30, 2014 was:
A. 14 per 100,000 population
B. 28 per 100,000 population
C. 79 per 100,000 population
D. 130 per 100,000 population
3. In a North African country with a population of 5 million people, 50,000 deaths occurred during 2014. These deaths included 5,000 people from malaria out of 10,000 persons who had Malaria.
What was the total Annual Mortality Rate for 2014 for this country? (please show your work)
4. What was the cause-specific mortality rate from malaria? (please show your work)
5. What was the case-fatality percent from malaria?
6. Fill in and total the 4 X 4 table for the following disease parameters:
Total number of people with lung cancer in a given population = 120
Total number of people with lung cancer who smoked = 90
Total number of people with lung cancer who did not smoke = 30
Total number of people who smoked = 150
Total number of people in the population = 350
Fill in the missing parameters based on the above.
YES LUNG CANCER
NO LUNG CANCER TOTALS
YES SMOKING
NO SMOKING
TOTALS
7. From Question 6, what is the total number of people with no lung cancer?
8. From question 6, what is the total number of people who smoked, but did not have lung cancer?
9. Set up the problem for relative risk based on the table in #6. NR503
10. Calculate the relative risk.
Week 6 assignment
Evaluation of Epidemiological Problem
Guidelines& Grading Rubric
PURPOSE
The purpose of this assignment is to
• Provide learners with the opportunity to integrate knowledge and skills learned throughout this course
• Directly apply principles and knowledge learned in the course to problem solving of population health problems in their own geographic areas.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes:
1. Define key terms in epidemiology, community health, and population-based research.
2. Compare study designs used for obtaining population health information from surveillance, observation, community, and control trial based research.
3. Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics.
4. Apply commonly used measures of health risk.
5. Examine current ethical/legal issues in epidemiology.
6. Identify important sources of epidemiological data.
7. Evaluate a public health problem in terms of magnitude, person, time, and place.
DUE DATE
Submit to Dropbox by 11:59 p.m. MT Sunday of Week 6
TOTAL POINTS POSSIBLE: 200
REQUIREMENTS
This paper should clearly and comprehensively identify the disease or population health problem chosen. The problem must be an issue in your geographic area and a concern for the population you will serve upon graduation with your degree. The paper should be organized into the following sections:
1. Introduction with a clear presentation of the problem as well as significance and a scholarly overview of the paper.
2. Background of the disease including definition, description, signs and symptoms, and current incidence and/or prevalence statistics current state, local, and national statistics pertaining to the disease. (Include a table of incidence or prevalence rates by your geographic county, state, and national statistics.)
3. A review of current surveillance methods and any mandated reporting or methods for reporting the disease for providers.
4. Conduct descriptive epidemiology analysis of the disease including who is more frequently affected and characteristics of the population that might help in creating a prevention plan. Include costs (both financial and social) associated with the disease or problem.
5. Review how the disease is diagnosed, current national standards for screening or prevention, and pick one screening test and review its sensitivity, specificity, positive predictive value, cost and any current national guidelines for conducting which patients to conduct this test on.
6. Provide a brief plan of how you will address this epidemiological disease in your practice once you are finished with school. Provide three actions you will take along with how you will measure outcomes of your actions.
7. Conclude in a clear manner with a brief overview of key points of the entire disease,
PREPARING THE PAPER
• Page length: 7-10 pages, excluding title/cover page
• APA format 6th edition
• Include references when necessary.
• Include at least one table to present information somewhere in the paper.
NR503
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Walden NURS6501 all weeks essay discussion assignments
Walden NURS6501 all weeks essay discussion assignments
Discussion 1 – Week 2
Maladaptive Responses to Immune Disorders
Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause. Walden NURS6501 all weeks essay discussion assignments.
Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?
To prepare:
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· Review Chapter 5 and Chapter 7 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.
· Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).
· Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then compare the resulting maladaptive and physiological responses of the two disorders.
· Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.
By Day 3
Post a brief description of the pathophysiology of your selected immune disorders. Explain how the maladaptive and physiological responses of the two disorders differ. Finally, explain how the factor you selected might impact the pathophysiology of each disorder. Walden NURS6501 all weeks essay discussion assignments
Read a selection of your colleagues’ responses.
By Day 5
Respond to at least two of your colleagues on two different days who selected different immune disorders and/or factors than you, in the following ways:
· Share insights on how the factor you selected impacts the pathophysiology of the immune disorder your colleague selected.
· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
Discussion 2 – Week 2
Arthritis
While arthritis impacts nearly 50 million adults in the United States, it is not a disease that is limited to adulthood. Consider the case of Ashley Russell. At the age of 14 months, Ashley was diagnosed with juvenile rheumatoid arthritis. As a baby, her parents noticed that her knee was always swollen and that she often wanted to be carried instead of walking on her own (Cyr, 2012). After seeking medical care, Ashley’s underlying disorder was discovered. Arthritis in children is not uncommon. According to the CDC (2011), an estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition. Due to the prevalence of the disorder in both children and adults, you must understand the pathophysiology and symptoms of arthritis in order to properly diagnose and prescribe treatment. Walden NURS6501 all weeks essay discussion assignments
To prepare:
· Review Chapter 37 in the Huether and McCance text and Chapter 24 in the McPhee and Hammer text. Identify the pathophysiology of osteoarthritis and rheumatoid arthritis. Consider the similarities and differences of the disorders.
· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of and treatment for the disorders.
By Day 4
Post a description of the pathophysiology of osteoarthritis and rheumatoid arthritis, including the similarities and differences between the disorders. Then explain how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of treatment for the disorders.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected different factors than you, in one or more of the following ways:
· Offer alternative diagnoses and prescription of treatment options for osteoarthritis and rheumatoid arthritis.
· Share an insight from having read your colleague’s posting, synthesizing the information to provide new perspectives.
References:
Centers for Disease Control and Prevention. (2011). Arthritis-related statistics. Retrieved from http://www.cdc.gov/arthritis/data_statistics/arthritis_related_stats.htm
Cyr, J. (2012). 7-year-old from Aroostook County chosen as youth ambassador for Bangor Arthritis Walk. Bangor Daily News. Retrieved from http://bangordailynews.com/2012/05/10/health/7-year-old-from-aroostook-county-chosen-as-youth-ambassador-for-bangor-arthritis-walk/
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
Discussion – Week 3
Pain
The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred. Walden NURS6501 all weeks essay discussion assignments
To prepare:
· Review this week’s media presentation on the neurological system, as well as Chapter 13 in the Huether and McCance text.
· Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.
· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
By Day 3
Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected different factors than you, in the following ways:
· Share insights on how your colleague’s factors impact the pathophysiology of pain.
· Suggest alternative diagnoses and treatment options for acute, chronic, and referred pain.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
Discussion – Week 4
Cardiovascular Disorders
Veins and arteries are vital elements of the cardiovascular system. They carry the blood supply through the body and are essential for proper function. Sometimes veins and arteries malfunction, resulting in cardiovascular disorders. Malfunctions of arteries and veins are similar to malfunctions of a water hose. Consider the structure and function of a hose. A tap releases water, which then travels through the hose and comes out the other end. If the hose has been dormant for several months, dirt and rusty particles might build up inside, resulting in a restricted flow of water. Similarly, buildup of plaque inside the coronary arteries restricts blood flow and leads to disorders such as coronary heart disease. This disease is one of the most common cardiovascular disorders, and according to the National Heart, Lung and Blood Institute (2011), is the leading cause of death for men and women in the United States. In this Discussion, you examine the pathophysiology of cardiovascular disorders such as coronary heart disease.
To prepare:
· Review this week’s media presentation on alterations of cardiovascular functions, as well as Chapter 23 in the Huether and McCance text. Identify the pathophysiology of cardiovascular disorders.
· Select one patient factor: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of cardiovascular disorders.
· Select one of the following alterations of cardiovascular disorders: peripheral arterial disease, myocardial infarction, coronary artery disease, congestive heart failure, or dysrhythmia. Think about how hypertension or dyslipidemia can lead to the alteration you selected.
By Day 3
Post a description of the pathophysiology of cardiovascular disorders, including how the factor you selected might impact the pathophysiology. Then, explain how hypertension or dyslipidemia can lead to the alteration you selected for patients with the factor you identified.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected different alterations and factors than you, in one or more of the following ways:
· Share insights on how the factor you selected impacts the cardiovascular alteration your colleague selected.
· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
· Validate an idea with your own experience and additional research.
Reference:
National Heart Lung and Blood Institute. (2011). What is coronary heart disease? Retrieved from http://www.nhlbi.nih.gov/health/health-topics/topics/cad/
Discussion 1 – Week 5
Discussion 1: Cardiovascular Disorders
At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.
Consider the following scenario:
A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies. Walden NURS6501 all weeks essay discussion assignments
To prepare:
· Review the scenario provided, as well as Chapter 24 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.
By Day 3
Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.
Read a selection of your colleagues’ responses.
By Day 5
Respond to at least two of your colleagues who selected a different factor than you, in one of the following ways:
· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
· Share insights based on your own experience and additional research.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
Discussion 2 – Week 5
Discussion 2: Anaphylactic Shock
The treatment of anaphylactic shock varies depending on a patient’s physiological response to the alteration. Immediate medical intervention and emergency room visits are vital for some patients, while others can be treated through basic outpatient care.
Consider the January 2012 report of a 6-year-old girl who went to her school nurse complaining of hives and shortness of breath. Since the school did not have any medication under her name to use for treatment and was not equipped to handle her condition, she was sent to an emergency room where she was pronounced dead. This situation has raised numerous questions about the progression of allergic reactions, how to treat students with severe allergies, how to treat students who develop allergic reactions for the first time, and the availability of epinephrine in schools. If you were the nurse at the girl’s school, how would you have handled the situation? How do you know when it is appropriate to treat patients yourself and when to refer them to emergency care?
To prepare:
· Review “Anaphylactic Shock” in Chapter 23 of the Huether and McCance text, “Distributive Shock” in Chapter 10 of the McPhee and Hammer text, and the Jacobsen and Gratton article in the Learning Resources.
· Identify the multisystem physiologic progression that occurs in anaphylactic shock. Think about how these multisystem events can occur in a very short period of time.
· Consider when you should refer patients to emergency care versus treating as an outpatient.
· Select two patient factors different from the one you selected in this week’s first Discussion: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the process of anaphylactic shock.
By Day 4
Post an explanation of the physiological progression that occurs in anaphylactic shock. Then, describe the circumstances under which you would refer patients for emergency care versus treating as an outpatient. Finally, explain how the patient factors you selected might impact the process of anaphylactic shock.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues who selected at least one different factor than you in one of the following ways:
· Share insights on how the factor your colleague selected impacts the pathophysiology of anaphylactic shock.
· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
· Validate an idea with your own experience and additional research.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
Reference:
Moisse, K. (2012). Death of allergic student raises questions about school’s responsibility. Retrieved from http://abcnews.go.com/Health/AllergiesFood/year-virginia-girl-dies-allergic-reaction-school/story?id=15295949#.T7qD0sWPRBk
Discussion – Week 6
Respiratory Alterations
In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
Consider the following three scenarios:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.
Scenario 3:
Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.
To prepare:
· Review the three scenarios, as well as Chapter 26 and Chapter 27 in the Huether and McCance text.
· Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.
· Identify the pathophysiology of the alteration that you associated with the cough.
· Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.
By Day 3
Post a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder. Walden NURS6501 all weeks essay discussion assignments
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected a different scenario than you, in one or more of the following ways:
· Share insights on how the factor you selected impacts the disorder your colleague identified.
· Ask a probing question regarding the disorder that your colleague identified.
· Suggest an alternative disorder for the scenario your colleague selected.
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Discussion – Week 7
Anemia
In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?
To prepare:
· Review Chapter 20 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.
· Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.
· Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.
· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.
By Day 3
Post an explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected. Compare these two types of anemia, as well as their potential causes. Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected different types of anemia than you, in the following ways:
· Share insights on how the anemia you selected is similar to or different from the one your colleague selected.
· Discuss how genetic, gender, ethnic, age, and behavioral factors impact the diagnosis and prescription of treatment for anemic patients.
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Discussion – Week 8
Digestive Disorders
Many patient symptoms can be tied to multiple disorders, which may lead to misdiagnoses. For instance, consider two digestive disorders of the gastrointestinal tract—inflammatory bowel disease and irritable bowel syndrome. These two disorders are commonly confused because they present similar symptoms. As an advanced practice nurse, you must know the differences to properly diagnose and treat the disorders. How does the pathophysiology of inflammatory bowel disease compare to the pathophysiology of irritable bowel syndrome? How do treatments for the two disorders compare?
To prepare:
· Review Chapter 34 in the Huether and McCance text and Chapter 13 in the McPhee and Hammer text.
· Identify the pathophysiological mechanisms of inflammatory bowel disease and irritable bowel syndrome. Think about similarities and differences between the disorders.
· Consider common treatments for inflammatory bowel disease and irritable bowel syndrome. Reflect on whether treatments for one disorder would work for the other disorder.
· Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor you selected might impact the pathophysiology of and treatments for each disorder.
By Day 3
Post an explanation of the pathophysiological mechanisms of inflammatory bowel disorder and irritable bowel syndrome, including similarities and differences. Then describe common treatments, addressing whether treatments for one disorder would work for the other disorder. Finally, explain how the patient factor you selected might impact the pathophysiology of and treatments for each disorder.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected different treatments and factors than you, in the following ways:
· Offer alternative common treatments for the disorders.
· Share insight on how the factor you selected impacts the treatment of alterations of digestive function.
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Discussion – Week 9
Diabetes
According to the American Diabetes Association (2011), 25.8 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be in a pre-diabetes state. These millions of people are at risk of several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for nurses to understand the pathophysiology and associated alterations of this disorder. In this Discussion, you compare two types of diabetes—diabetes mellitus and diabetes insipidus.
To prepare for this Discussion: v
· Review Chapter 18 in the Huether and McCance text and Chapter 18 in the McPhee and Hammer text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation. Walden NURS6501 all weeks essay discussion assignments
· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.
By Day 3
Post an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. Describe the differences and similarities between resulting alterations of hormonal regulation. Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected different factors than you, in one or more of the following ways:
· Share insights on how the factor you selected impacts the pathophysiology of diabetes mellitus and diabetes insipidus.
· Offer alternative diagnoses and prescription of treatment options for diabetes mellitus and diabetes insipidus.
· Validate an idea with your own experience and additional research.
Reference:
American Diabetes Association. (2011). Diabetes statistics. Retrieved from http://www.diabetes.org/diabetes-basics/diabetes-statistics/
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Discussion – Week 10
Urinary Tract Infections
Urinary tract infections (UTIs) are caused by bacteria—most often Escherichia coli. However, certain viruses, fungi, and parasites can also lead to infection. The infection can affect the lower and upper urinary tract, including the urethra, prostate (in males), bladder, ureter, and kidney. Due to the progression of the disease and human anatomy, symptoms present differently among the sexes as well as among age groups. It is important to understand how these factors, as well as others, impact the pathophysiology of UTIs. Advanced practice nurses must have this foundation in order to properly diagnose patients.
To prepare:
· Review Chapter 29 in the Huether and McCance text. Identify the pathophysiology of lower and upper urinary tract infections. Consider the similarities and differences between the two types of infections.
· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.
By Day 3
Post a description of the pathophysiology of lower and upper urinary tract infections, including their similarities and differences. Then explain how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected at least one different factor than you, in one or more of the following ways:
· Offer alternative diagnoses and prescription of treatment options for urinary tract infections.
· Share an insight from having read your colleague’s posting, synthesizing the information to provide new perspectives.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. Walden NURS6501 all weeks essay discussion assignments
Discussion – Week 11
Disorders of the Reproductive Systems
While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, guilt, or profound disappointment, patients are often hesitant to seek treatment. Advanced practice nurses need to educate patients on disorders and help relieve associated stigmas. During patient evaluations, patients must feel comfortable answering questions so that you, as a key health care provider, will be able to diagnose and recommend treatment options. As you begin this Discussion, consider reproductive disorders that you would commonly see in the clinical setting.
To prepare for this Discussion:
· Review Chapter 22 and Chapter 23 in the McPhee and Hammer text, as well as Chapter 32 in the Huether and McCance text.
· Select two disorders of the male and/or female reproductive systems that interest you. Consider the similarities and differences between the disorders.
· Select one of the following factors: genetics, ethnicity, age, or behavior. Think about how the factor you selected might impact the diagnosis of and treatment for the reproductive disorders.
By Day 3
Post a description of the two reproductive disorders you selected, including their similarities and differences. Then explain how the factor you selected might impact the diagnosis of treatment for the reproductive disorders.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected different disorders or factors than you, in one or more of the following ways: Walden NURS6501 all weeks essay discussion assignments
· Share insights on how the factor you selected impacts the pathophysiology of the disorder your colleague selected.
· Offer alternative diagnoses and prescription of treatment options for the disorder your colleague selected.
· Validate an idea with your own experience and additional research.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. Walden NURS6501 all weeks essay discussion assignments
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Cystic Fibrosis Essay Assignment- pathophysiology and etiology
Cystic Fibrosis Essay Assignment- pathophysiology and etiology
A five-month-old Caucasian female is brought into the clinic as the parent indicates that she has been having ongoing foul-smelling, greasy diarrhea. She seems to be small for her age and a bit sickly but, her parent’s state that she has a huge appetite. Upon examination you find that the patient is wheezing and you observe her coughing. After an extensive physical exam and work-up, the patient isdiagnosed with cystic fibrosis. Cystic Fibrosis Essay Assignment- pathophysiology and etiology
What is the etiology of cystic fibrosis?
ORDER A PLAGIARISM-FREE PAPER NOW
Describe in detail the pathophysiological process of cystic fibrosis.
Identify hallmark signs identified from the physical exam and symptoms.
Describe the pathophysiology of complications of cystic fibrosis.
What teaching related to her diagnosis would you provide the parents?
In addition to the textbook, utilize at least one peer-reviewed, evidence based resource to develop your post.
Discussion 2
Tammy is a 33-year-old who presents for evaluation of a cough. She reports that about 3 weeks ago she developed a “really bad cold” with rhinorrhea. The cold seemed to go away but then she developed a profound, deep, mucus-producing cough. Now, there is no rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Tammy has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves. Through and extensive work-up, she is diagnosed with bronchitis.
What is the etiology of bronchitis?
Describe in detail the pathophysiological process of bronchitis.
Identify hallmark signs identified from the physical exam and symptoms.
Describe the pathophysiology of complications of bronc
Cystic Fibrosis Essay Assignment- pathophysiology and etiology
Cystic Fibrosis Essay Assignment- pathophysiology and etiology
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NR500 Assessment: Artistic Expression – Concept of Caring
NR500 Assessment: Artistic Expression – Concept of Caring
Guidelines with Scoring Rubric
PURPOSE
Nursing practice is both an art and a science with caring as a central concept to nursing practice and the
profession of nursing. Caring is influenced by the nurse’s knowledge, skills, and attitudes formed through
lifelong learning and experiences. The purpose of this assessment is to explore definitions of caring in nursing.
Students will create a definition of caring and an artistic expression of their perception on caring. COURSE OUTCOMES
Through this assessment, the student will meet the following Course Outcomes.
CO 1: Examine roles and competencies of master’s-prepared nurses essential to performing as leaders
and advocates of holistic, safe, and quality care. (POs 1, 2, 3, and 10)
CO 2: Apply concepts of person-centered care to nursing practice situations. (POs 1, 6, and 7) TOTAL POINTS POSSIBLE
This assessment is worth 100 points. DUE DATE
Submit your file(s) by 11:59 p.m. MT Sunday at the end of Week 2. REQUIREMENTS
Criteria for Content
Take a moment to reflect on how you demonstrate caring in your current professional practice.
1. Create an artistic representation of your perception on caring in nursing. The artistic expression can
be a drawing, sculpture, collage, poem, short story, or dance.
a. Videos are to be 1 to 3 minutes in length.
b. Poems and short stories should not exceed one-page, double-spaced wording.
c. Drawings, pictures, or collages should be formatted on an 8 x 10 document.
d. Sculptures submitted as a jpg.
2. In a one- to two-page written paper, address the following.
a. The importance of caring to nursing practice and the profession
b. A personal definition of caring; include principles of holistic care
c. Definitions of caring found in nursing literature that support your perspective on caring
d. An explanation of the artistic expression you chose and how it represents caring
e. Summary of key concept presented in the paper PREPARING THE PAPER
Submission Requirements
1. Application: Use Microsoft Word 2013™ to create the written component of this assessment.
NR500 Guidelines & Rubric.docx_08.01.2017(JC) 1 Chamberlain College of Nursing
NR500
2. Length:
a. The paper (excluding the title page and reference page) should be at least one but no more
than two pages.
b. Artistic representation:
i. Poem or short story submitted as a Word document not to exceed one-page, doublespaced wording
ii. Drawing or college submit as an 8 x 10 pdf
iii. Sculpture submit as a jpeg
iv. Song or dance should be at least 1 but no more than 3 minutes in length. Submit as
an MP4
3. A minimum of three (3) scholarly literature references must be used.
4. Submission: Submit your files.
Best Practices in Preparing the Project
The following are best practices in preparing this project.
1. Review directions thoroughly.
2. Follow submission requirements for selected type of artistic expression.
3. Make sure all elements on the grading rubric are included.
4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal,
scientific writing.
5. Title page, running head, body of paper, and reference page must follow APA guidelines as found
in the 6th edition of the manual. This includes the use of headings for each section of the paper
except for the introduction where no heading is used.
6. Ideas and information that come from scholarly literature must be cited and referenced correctly.
7. A minimum of three (3) scholarly literature references must be used.
8. Abide by CCN academic integrity policy. GRADING CRITERIA
Category Points % Description Artistic
Expression of
Caring 25 25% Select an artistic form for representing your personal perspective on
caring. Artistic expressions can be a drawing, sculpture, collage,
poem, short stories, song, or dance. Follow submission guidelines. Introduction 10 10% Introduction includes general statements on caring as a nursing
concept and why this concept is important to the practice and
profession. Identify sections of the paper. Provide support from
scholarly literature. Definition of
Caring 30 30% Provide your personal definition of caring. Incorporate principles of
holistic care. Provide citations from scholarly nursing literature that
support and are congruent with your definition of caring. Expression of
Caring 15 15% Explain what artistic expression you chose and how it represents
caring. Conclusion 10 10% Provide a summary of key concepts presented in the paper. Provide a
self-reflection regarding what was learned from completing this
assessment. NR500 Guidelines & Rubric.docx_08.01.2017(JC) 2 Chamberlain College of Nursing
NR500
APA Format 5 5% Title page, running head, body of paper, and reference page must
follow APA guidelines as found in the 6th edition of the manual. This
includes the use of headings for each section or topic of the paper
(one deduction for each type of APA style error). Ideas and
information that come from scholarly sources must be cited and
referenced correctly. Three (3) scholarly literature references are
used. Writing
Mechanics 5 5% Rules of grammar, spelling, word usage, and punctuation are followed
and consistent with formal written work as found in the 6th edition of
the APA manual. For this assignment first person may be used. Total 100 100 A quality assessment will meet or exceed all the above requirements. NR500 Guidelines & Rubric.docx_08.01.2017(JC) 3 Chamberlain College of Nursing NR500 GRADING RUBRIC
Assessment
Criteria Exceptional Exceeds Meets Needs Improvement Developing (100%) (88%) (80%) (38%) (0) Outstanding or highest
level of performance Very good or high level
of performance Competent or
satisfactory level of
performance Poor or failing level of
performance Unsatisfactory level of
performance 23 Points 20 Points 15 Points 0 Points Content Possible Points = 90 Points Artistic Expression of
Caring 25 Points
Artistic expression fully
demonstrates the
concept of caring.
Submission guidelines
are followed. Artistic expression is a
superficial
demonstration of the
concept of caring. Artistic expression
minimally
demonstrates the
concept of caring. Artistic expression of
caring in one of the
following elements fails
to meet expectations or
is missing the following: Submission guidelines
are followed. Submission guidelines
are followed. Selected artistic
expression
demonstrates the
concept of caring.
Submission
guidelines are
followed. Artistic expression of
caring in both
following elements
fails to meet
expectations or are
missing the following: Selected artistic
expression
demonstrates the
concept of caring. Submission
guidelines are
followed. Chamberlain College of Nursing
10 Points Introduction Presentation of
information is
comprehensive and
concise and includes all
of the following
elements: Definition of Caring General statements
on caring as a
nursing concept
Explains why caring
is important to
nursing practice and
profession
Identifies sections of
the paper
Provides support
from scholarly
literature 30 Points
Presentation of
information is
comprehensive and
concise and includes all NR500 9 Points
Presentation of
information is
superficial and includes
all of the following
elements: General statements
on caring as a
nursing concept
Explains why caring
is important to
nursing practice and
profession
Identifies sections
of the paper
Provides support
from scholarly
literature 27 Points
Presentation of
information is
superficial in places and
includes all the 8 Points
Presentation of
information is
minimally
demonstrated and
includes all of the
following elements: General statements
on caring as a
nursing concept 6 Points 0 Points Presentation of
information in one of the
following elements fails
to meet expectations or
is missing the following: Presentation of
information in two or
more of the following
elements fail to meet
expectations or are
missing the following: General statements
on caring as a
nursing concept
Explains why caring
is important to
nursing practice and
profession Explains why caring
is important to
nursing practice and
profession Identifies sections
of the paper Identifies sections of
the paper Provides support
from scholarly
literature Provides support
from scholarly
literature 24 Points
Presentation of
information is
minimally
demonstrated and General
statements on
caring as a
nursing concept Explains why
caring is
important to
nursing practice
and profession Identifies sections
of the paper Provides support
from scholarly
literature 18 Points 0 Points Presentation of
information in one of the
following elements fails
to meet expectations or Presentation of
information in two or
more following
elements fail to meet Chamberlain College of Nursing
the following elements: following elements: Describes personal
definition of caring Incorporates
principles of holistic
care in definition of
caring Includes scholarly
nursing literature
that support
personal definition
of caring 15 Points Expression of Caring Presentation of
information is
comprehensive and
concise and includes all
of the following
elements: Explains artistic
expression selected
Describes how the Describes personal
definition of caring
Incorporates
principles of holistic
care in definition of
caring
Includes scholarly
nursing literature
that support
personal definition
of caring NR500
includes all the
following elements: 13 Points
Presentation of
information is
superficial in places and
includes all of the
following elements: Explains artistic
expression selected
Describes how the
expression Describes personal
definition of caring
Incorporates
principles of holistic
care in definition of
caring is missing: Includes scholarly
nursing literature
that support
personal definition
of caring 12 Points
Presentation of
information is
minimally
demonstrated and
includes all of the
following elements: Explains artistic
expression selected
Describes how the Describes personal
definition of caring expectations or are
missing: Incorporates
principles of holistic
care in definition of
caring Describes
personal
definition of
caring Includes scholarly
nursing literature
that support
personal definition of
caring Incorporates
principles of
holistic care in
definition of
caring Includes scholarly
nursing literature
that support
personal
definition of
caring 9 Points 0 Points Presentation of
information in one of the
following elements fails
to meet expectations or
is missing the following: Presentation of
information in both
following elements
fail to meet
expectations or are
missing the following: Explains artistic
expression selected
Describes how the
expression Explains artistic
expression
selected Chamberlain College of Nursing
expression
represents caring represents caring expression
represents caring represents caring 10 Points 9 Points 8 Points 6 Points 0 Points Presentation of
information is good but
superficial in places and
includes all of the
following elements: Presentation of
information is
minimally
demonstrated in all of
the following elements: Presentation of
information in one of the
following elements fails
to meet expectations or
is missing the following: Presentation of
information in two or
more of the following
elements fail to meet
expectations or are
missing the following: Conclusion Presentation of
information is
comprehensive and
concise and includes all
of the following
elements: NR500 Summarizes
information
regarding caring
in nursing Summarizes
expression of caring
concept
Presents selfreflection regarding
what was learned
from completing this
assessment Summarizes
information
regarding caring in
nursing Summarizes
expression of caring
concept Presents selfreflection regarding
what was learned
from completing
this assessment Summarizes
information
regarding caring in
nursing Summarizes
expression of caring
concept Presents selfreflection regarding
what was learned
from completing
this assessment Summarizes
information
regarding caring in
nursing
Summarizes
expression of caring
concept
Presents selfreflection regarding
what was learned
from completing this
assessment Describes how
the expression
represents caring Summarizes
information
regarding caring
in nursing Summarizes
expression of
caring concept Presents selfreflection
regarding what
was learned from
completing this
assessment Content Subtotal ___ /90 points Format Possible Points = 10 Points Chamberlain College of Nursing
5 Points APA Format APA guidelines, as per
the 6th edition of the
manual, are
demonstrated for the title page;
running head;
body of paper
(including citations
and headings); and
reference page. NR500 4 Points
APA guidelines, as per
the 6th edition of the
manual, are
demonstrated for the title page;
running head;
body of paper
(including citations
and headings); and
reference page. 3 Points
APA guidelines, as per
the 6th edition of the
manual, are
demonstrated for the title page;
running head;
body of paper
(including citations
and headings); and
reference page. 2 Points
APA guidelines, as per
the 6th edition of the
manual, are
demonstrated for the title page;
running head;
body of paper
(including citations
and headings); and
reference page. 0 Points
APA guidelines, as per
the 6th edition of the
manual, are
demonstrated for the References and Page
Length
Note: Students are to
use at least three (3)
scholarly references.
The paper (excluding
the title page and
reference page) should
be at least one but no One deduction for each
type of APA format error. One deduction for each
type of APA format
error. 0 to 1 APA error is
present 2–3 APA errors are
present One deduction for each
type of APA format
error.
4–5 APA errors are
present One deduction for each
type of APA format error.
6–7 APA errors are
present title page;
running head;
body of paper
(including
citations and
headings); and
reference page. One deduction for
each type of APA
format error.
8 or greater APA
errors are present
3 Point deduction
Does not use at least
three (3) scholarly
references and/or
exceeds required
page length. Chamberlain College of Nursing NR500 more than two pages.
Writing Mechanics 5 Points 4 Points 3 Points 2 Points 0 Points 1–2 errors or exceptions
to the rules of grammar,
spelling, word usage,
punctuation, and other
aspects of formal written
work as found in the 6th
edition of the APA
manual. For this
assignment, first person
may be used. 3–4 errors or exceptions
to the rules of grammar,
spelling, word usage,
punctuation, and other
aspects of formal
written work as found in
the 6th edition of the
APA manual. For this
assignment, first person
may be used. 5–6 errors or exceptions
to the rules of grammar,
spelling, word usage,
punctuation, and other
aspects of formal
written work as found in
the 6th edition of the
APA manual. For this
assignment, first person
may be used. 7–8 errors or exceptions
to the rules of grammar,
spelling, word usage,
punctuation, and other
aspects of formal written
work as found in the 6th
edition of the APA
manual. For this
assignment, first person
may be used. 9 or greater errors or
exceptions to the
rules of grammar,
spelling, word usage,
punctuation, and
other aspects of
formal written work
as found in the 6th
edition of the APA
manual. For this
assignment, first
person may be used. Format Subtotal ____/10 points Total Points ____/100 points
Comments:
NR500 Assessment: Artistic Expression – Concept of Caring
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walden nurs6530 week 5-11 discussions
walden nurs6530 week 5-11 discussions
Week 5 discussion
To prepare:
• Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
• Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
• Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
• Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
• In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
By Day 3
Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
Week 6 discussion
Week 6: Power and the Image of Nursing
Bring to mind a nurse whose words, behaviors, or reputation convey power. What is it about this individual that suggests power? How does your perception of this person relate to your view of yourself as a nurse leader and the image you associate with nursing?
This week addresses the concept of power. Through reflection, you examine types and sources of power as well as opportunities for expanding one’s own power base. In addition, you continue to work on your group paper for the Week 7 Assignment.
Learning Objectives
Students will:
• Differentiate types and associated sources of power
• Evaluate strategies for increasing nursing’s power base
Photo Credit: monkeybusinessimages/iStock/Getty Images Plus/Getty Images
________________________________________
Learning Resources
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.
Required Readings
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
• Chapter 13, “Organizational, Political, and Personal Power”
Chapter 13 delves into different types of power. As you read, consider how you see power demonstrated within your own organization.
Anderson, C., & Brion, S. (2014). Perspectives on power in organizations. Annual. Rev. Organ. Psychol. Organ. Behavior, 1(1), 67–97. doi:10.1146/annurev-orgpsych-031413-091259. Retrived from http://www.annualreviews.org/doi/pdf/10.1146/annurev-orgpsych-031413-091259
Retrieved from the Walden Library databases.
Leach, L. S., & McFarland, P. (2014). Assessing the professional development needs of experienced nurse executive leaders. Journal of Nursing Administration, 44(1), 51–62. Retrieved from the Walden Library databases.
McMurry, T. B. (2011). The image of male nurses and nursing leadership mobility. Nursing Forum, 46(1), 22–28. Retrieved from the Walden Library databases.
This article discusses the underrepresentation of males in nursing and the advantages and difficulties faced by men in the nursing profession.
Rao, A. (2012). The contemporary construction of nurse empowerment. Journal of Nursing Scholarship, 44(4), 396–402. Retrieved from the Walden Library databases.
Spence Laschinger, H. K., & Fida, R. (2014). New nurses burnout and workplace wellbeing: The influence of authentic leadership and psychological capital. Burnout Research. 1(1), 19–28.Retrieved from the Walden Library databases.
Required Media
Laureate Education (Producer). (2012h). Personal power plan. Baltimore, MD: Author.
Note: The approximate length of this media piece is 14 minutes.In this week’s media presentation, experts share patient experiences that have enriched their lives personally and professionally along with strategies for increasing personal power.
Discussion: Power Dynamics
There is no graded Discussion Board assignment this week; however, a Week 6 optional discussion board is available for your voluntary participation.
Bring to mind a nurse whose words, behaviors, or reputation convey power.
What is it about this individual that suggests power?
How does your perception of this person relate to your view of yourself as a nurse leader and the image you associate with nursing?
?
Week 7 discussion
Post a summary of an incident involving ineffective communication. Describe communication barriers and other challenges that contributed to the incident. Propose one or more strategies that could have been employed to promote a better outcome. Be sure to refer to elements of the communication process.
Week 8 discussion
Week 8: Leadership and Management
Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall.—Stephen R. Covey
What does it take to successfully lead and manage in today’s health care settings?
In your practice setting, you have undoubtedly performed many leadership and management activities. However, you may or may not have been provided with the training and preparation needed to be an effective manager and leader. Moreover, being a good manager is not necessarily the same as being a good leader.
Throughout this course, you have been introduced to many concepts related to leadership and management. This week, you examine more closely the distinctions between management and leadership, as well as the characteristics of effective managers and leaders.
Learning Objectives
Students will:
• Analyze how management and leadership roles differ in terms of supporting an organization to set and achieve goals
• Distinguish characteristics of effective managers and leaders
• Differentiate the concepts of leadership and management within the nursing profession/a health care organization
Learning Resources 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.
Required Readings
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
• Review Chapters 2 and 3
Note: Many of the articles in this week’s Required Readings are foundational in the leadership and management literature. The concepts presented in these early articles still apply to today’s workplace.
Brunettoa Y., Shacklockb K., et al. (2012). Comparing the impact of leader–member exchange, psychological empowerment and affective commitment upon Australian public and private sector nurses: implications for retention. The International Journal of Human Resource Management, 23(11), 2238-2255.Retrieved from the Walden Library databases.
Jennings, B. M., Scalzi, C. C., Rodgers, J. D., & Keane, A. (2007). Differentiating nursing leadership and management competencies. Nursing Outlook, 55(4), 169–175.Retrieved from the Walden Library databases.
In this foundational article, Jennings explores the similarities and differences between leadership and management competencies. The research implies that there is a growing ambiguity between the competencies required in nursing that must be addressed.
Keys, Y. (2014). Looking ahead to our next generation of nurse leaders: Generation X Nurse Managers. Journal of nursing management, 22(1), 97–105.doiI: 10.1111/jonm.12198. Retrieved from the Walden Library databases.
Leach, L. S., & McFarland, P. (2014). Assessing the Professional Development Needs of Experienced Nurse Executive Leaders. Journal of Nursing Administration, 44(1), 51–62. doi: 10.1097/NNA.0000000000000021. Retrieved from the Walden Library databases.
Marker, D. (2010). Leadership or management? Management Quarterly, 51(2), 31–34.Retrieved from the Walden Library databases.
This article defines what leadership and management are and explains differences between the concepts. According to Marker, managers are associated with position and power, while leadership is associated with position, guidance, and communication.
Ross, E. J., Fitzpatrick, J. J., Click, E. R., Krouse, H. J., & Clavelle, J. T. (2014). Transformational leadership practices of nurse leaders in professional nursing associations. Journal of Nursing Administration, 44(4), 201–206.doi: 10.1097/NNA.0000000000000044
Retrieved from the Walden Library databases.
Stoddart, K., Bugge, C., Shepherd, A., & Farquharson, B. (2014). The new clinical leadership role of senior charge nurses: a mixed methods study of their views and experience. Journal of Nursing Management, 22(1), 49–59.DOI: 10.1111/jonm.12008
Retrieved from the Walden Library databases.
Required Media
Laureate Education (Producer). (2012f). Integrating leadership and management competencies. Baltimore, MD: Author.
Note: The approximate length of this media piece is 15 minutes.
Effective nurses need both leadership and management skills. In this week’s media, experts discuss management competencies and leadership competencies (which are distinct) and explain the value of management and leadership skills within the context of effective organizations.
Discussion: The Distinction Between Leadership
and Management
Think of the managers you have reported to thus far in your career. Now consider the people you have worked with or know of that you would consider leaders. Based on these experiences, what would you surmise about the responsibilities of managers and leaders and about the distinctions between these two categories in health care settings?
This week’s Learning Resources classify management and leadership (which are often confused in everyday discussion) and explain their significance for health care organizations. As you advance professionally, it is critical to understand the distinctions between management and leadership and how you can apply this knowledge for increasing effectiveness in your workplace.
To prepare:
• Review the information in the Learning Resources.
• Conduct additional research on your own and select at least two current, credible sources that contribute to your understanding of management and leadership.
• Reflect on how the roles of management and leadership differ in supporting the organization to set and achieve goals.
• Drawing upon specific examples from a current or previous practice setting, bring to mind someone who seemed to be a leader but not a manager and someone who seemed to be a manager but not a leader (generally speaking, or within a specific circumstance). Be prepared to support your assessment with specific behavioral descriptions found in the literature.
By Day 3
Post an analysis of how management and leadership roles differ in terms of supporting an organization to set and achieve goals. In addition, post descriptions of an individual who demonstrates leadership behaviors but not management behaviors and an individual who demonstrates management behaviors but not leadership behaviors. Provide your rationale, identifying specific characteristics of effective managers and leaders. (Note: Do not identify these individuals by name, position, or location.)
Read a selection of your colleagues’ responses.
Week 9 discussion
Week 9: Styles of Leadership
What makes a good leader? This question is likely to elicit a diversity of responses from various individuals. Yet, leadership is frequently regarded as a critical contributor to organizational success—and an individual’s professional success as well.
This week, you examine leadership characteristics and styles and consider how particular contexts shape the need for leadership. As a key component of your coursework this week, you explore your own leadership skills and preferences through the use of assessments and self-reflection.
Learning Objectives
• Differentiate among authoritative, democratic, and laissez-faire leadership styles
• Assess personal leadership characteristics using standardized instruments
• Analyze potential challenges associated with various leadership styles
• Formulate recommendations for personal leadership development
Required Readings
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
• Review Chapters 2 and 3
Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–676, 678–680.Retrieved from the Walden Library databases.
The authors examine the different styles of leadership that nurse managers use and discusses how staff nurses in their study preferred managers who use a proactive, articulate, and independent leadership style.
Benoliela, P. & Somecha, A. (2014). The health and performance effects of participative leadership: Exploring the moderating role of the Big Five personality dimensions European Journal of Work and Organizational Psychology, 23(2), 277–294. doi:10.1080/1359432X.2012.717689Retrieved from the Walden Library databases.
Graham, S., & Melnyk, B. M. (2014). The Birth of a Healthcare Leadership Academy: Lessons Learned From The Ohio State University. Nurse Leader, 12(2), 55–74. doi:10.1016/j.mnl.2014.01.001. Retrieved from the Walden Library databases.
Zydziunaite, V, & Suominen, T. Leadership styles of nurse managers in ethical dilemmas: Reasons and consequences. Contemporary Nurse, 48(2), 150–16. doi:10.5172/conu.2014.48.2.150. Retrieved from the Walden Library databases.
Wall Street Journal staff. (n.d.). Leadership Styles. Retrieved from http://guides.wsj.com/management/developing-a-leadership-style/how-to-develop-a-leadership-style/?mod=WSJBlog
This section of the Wall Street Journal website features a variety of articles and video clips on leadership. The Walden Library also has holdings of Wall Street Journal articles.
Keirsey Temperament Sorter (KTS-II). (n.d.). Retrieved July 20, 2012, from http://www.keirsey.com/
Discussion: Leadership Style – Throughout your career, you will work with many people who display differing leadership styles. As a nurse leader, it is imperative that you communicate well and get along with those whose leadership style does not align with your preferences. It is also important to understand your own leadership style, as this can prompt insight into how others relate to you and what skills you may need to develop as your leadership responsibilities grow.
To prepare:Review the information in the Learning Resources, including the leadership styles identified in Chapter 2 of the course text.
• Bring to mind a leader in your organization or one with which you are familiar. Would you describe his or her style as authoritative, democratic, or laissez-faire? Why?
• Which characteristics or approaches demonstrated by this person would you integrate into your own leadership style? Which ones would you prefer not to integrate?
• Think about how this leader’s style and resulting interactions may impact health care quality and patient outcomes.
By Day 3 – Post a description of a leader, distinguishing his or her style as authoritative, democratic, or laissez-faire. Describe the characteristics that inform your perception, and explain which ones you would integrate into your own leadership style, as well as which ones you would prefer not to integrate. Explain at least one potential effect of this leadership style on health care quality and patient outcomes.
Week 10 discussion
Discussion – Week 10
COLLAPSE
Effective Ethical, Moral, and Legal Leadership
Week 11 discussion
Week 11: Conflict Management
What do you think of when you read or hear the word “conflict”??Conflict, in itself, is a neutral phenomenon. Yet, it is typically thought of as a negative occurrence, particularly in organizations that rely on well-coordinated efforts to promote patient safety and other critical outcomes.?This week, you examine conflict as an essential, yet complicated, topic that must be addressed in every health care organization.
As a nurse leader, your preferred conflict-management style—and how you respond to the styles of the people you work with—can have a profound impact on your leadership effectiveness, the resolution of important issues, and patient and staff satisfaction. As such, for this week’s Discussion, you examine conflict management styles and assess strategies for dealing with conflict effectively.
Learning Objectives
• Evaluate conflict management styles
• Evaluate the impact of conflict management styles on leadership effectiveness
• Analyze conflict management strategies
Learning Resources: 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.
Required Readings
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Chapter 21, “Managing Conflict” ?This chapter explores the many facets of conflict, describes what contributes to conflict, and provides strategies for resolving conflict.
CPP. (n.d.). TKI. Retrieved July 24, 2012, from https://www.cpp.com/products/tki/index.aspx
Review the sample report and other items on the Thomas-Kilmann website. You may consider completing this assessment to better understand your conflict management style.
Eagar, S. C., Cowin, L. S., Gregory, L., & Firtko, A. (2010). Scope of practice conflict in nursing: A new war or just the same battle? Contemporary Nurse, 36(1/2), 86–95.Retrieved from the Walden Library databases.
This article focuses on creating nursing teams as rapid change occurs within health care. The authors state that for a team to successfully handle conflict, there have to be clear boundaries, minimal confusion, and maximum communication.
Johansen, M. L. (2012). Performance potential. Keeping the peace: Conflict management strategies for nurse managers. Nursing Management, 43(2), 50–54.Retrieved from the Walden Library databases.
“Handling conflicts in an efficient and effective manner results in improved quality, patient safety, and staff morale, and limits work stress for the caregiver,” (p. 50). This article presents strategies for managing conflict. Review the methods suggested and consider how you might be able to apply them in the workplace.
Williams, S. (n.d.). Understanding conflict and conflict management. Retrieved from http://www.wright.edu/~scott.williams/LeaderLetter/conflict.htm
This short editorial delineates the major points of conflict resolution.
Discussion: Conflict Management Styles
In Week 10, you considered how ethical, moral, and legal dilemmas can provoke internal conflict when a nurse’s values are not in alignment with the apparent demands of a situation or with others’ values, as well as external conflict that can arise as these dynamics are played out. Of course, conflict can also emerge through seemingly simple issues of little consequence—little consequence, that is, except when they are not properly managed.
Nurse leaders need to be familiar with conflict management styles and the impact these styles can have on interpersonal dynamics, and, ultimately, patient care. For this Discussion, you evaluate a situation marked by conflict and consider how conflict management strategies could be applied to promote positive results.
To prepare:
• Consider a conflict situation you witnessed or were engaged in within your practice setting. Then, proceed as follows:
o Think about who was involved, how it was resolved (if it was), and how it might have been handled more effectively.
o Identify the conflict management style(s) employed by various individuals, including ineffective responses or no response to the situation.
o Evaluate your personal response to this conflict.
• What do your thoughts and actions in this and other conflict situations reveal about your typical approach to conflict?
By Day 3
Post a description of how you handled or avoided a conflict, as well as the results of your approach. Explain how would you respond to this conflict today and/or what steps you would take to improve your comfort level and skill for managing conflict in the future (including specific conflict management strategies you would use). Explain how conflict management relates to your effectiveness as a leader.
Read a selection of your colleagues’ responses.
By Day 6
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.
• Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
• Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
?
walden nurs6530 week 5-11 discussions
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Nursing Theory Application – NR501
Nursing Theory Application – NR501
Application of Nursing Theory Guidelines
Purpose
The purpose of this assignment is to use nursing theory as a way to resolve a problem or issue occurring within nursing leadership, nursing education, nursing informatics, health policy, or advance clinical practice.
Course Outcomes
Through this assignment, a student will demonstrate the ability to:
(CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO1)
(CO#3) Communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3, 7, 10)
(CO#4) Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO4, 7) Nursing Theory Application – NR501
Due Date: Sunday 11:59 PM MT at the end of Week 6
Total Points Possible: 275
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Requirements
Description of the Assignment:
One nursing theory will be presented as a framework to resolve a problem occurring within one of the professional areas of leadership, education, informatics, healthcare policy or advance clinical practice. The same nursing theory selected in Assignment One may be used to resolve the identified problem.
A specific nursing theory must be used. No non-nursing theories are permitted. A category of nursing theory (grand, middle range, practice) may not be used—only a specific, published nursing theory is to be selected and applied to the issue or concern important to the profession of nursing as documented in the nursing literature.
Please note: Do not rely on .com sites to identify the nursing theory as they do not provide accurate information in all cases.
Content
1. Introduction:
The introduction for this paper includes:
· A nursing theory is required; non-nursing theories may not be used.
· General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice. You do not need to go into the specialty area of practice in-depth as this will be covered in another section of the paper.
· A one-paragraph summary of the selected specific nursing theory is required.
· Information identifying the sections of this Nursing Theory Application – NR501 assignment.
· References from nursing literature are required.
2. Description of Issue or Concern:
The selected issue or concern must be clearly identified as being significant to the professional area of either leadership, education, informatics, healthcare policy or advance clinical practice. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions.
· What is the specific issue or concern being presented?
· Why should the nursing profession care about this issue or concern?
· What does the nursing literature have to say about this issue or concern including its frequency of occurrence?
· Who are the stakeholders or the people affected by the issue or concern?
References from nursing literature are required. Nursing Theory Application – NR501
3. Application of Selected Nursing Theory to Issue or Concern:
This section of the assignment focuses on using the selected nursing theory to resolve the described issue or concern. Required information includes:
· Restating the selected nursing theory to be used
· Identification of one strategy useful in resolving the identified issue or concern.
· The strategy should be presented in depth with the following information being required:
o A specific description of how the selected nursing theory can help to resolve the issue or concern
o A specific and detailed description of the strategy to be used
o A specific and detailed description of how the strategy can be implemented
o A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern. Nursing Theory Application – NR501
References from nursing literature are required.
4. Conclusion:
This section provides a summary or review of the key elements of the assignment including the selected nursing theory and its application to the issue or concern.
The concluding statements include self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.
Preparing the Assignment
Format and Special Instructions
A nursing theory is required; non-nursing theories are not allowed to be used.
Paper length: 6 pages minimum; 8 pages maximum, excluding title page and reference page. Points will be deducted for not meeting these requirements.
A minimum of 6 (six) scholarly references are required. References must be current – not older than 5 years, unless a valid rationale is provided and the instructor has approved them. Consult with the course instructor about using an older source.
A dictionary, required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. For additional information regarding scholarly references, please review “What is a scholarly source?” located in the Course Resource tab. Information from .com websites may be incorrect.
Title page, running head, body of paper, and reference page(s) must be in APA format as presented in the 6th edition of the manual
Ideas and information from readings and other sources must be cited and cited correctly.
Grammar, spelling, punctuation, and citations are consistent with formal academic writing as presented in the 6th edition of the APA manual
Directions and Assignment Criteria
Assignment Criteria
Points
%
Description
Introduction
30
11%
The introduction for this paper includes:
A nursing theory is required; non-nursing theories may not be used. Nursing Theory Application – NR501
General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice.
A one-paragraph summary of the selected specific nursing theory is required.
Information identifying the sections of this assignment.
References from nursing literature are required.
Description of Issue or Concern
80
29%
The selected issue or concern must be clearly identified as being as being significant to the professional area of either leadership, education, informatics, healthcare policy or nurse practitioner. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions.
· What is the specific issue or concern being presented?
· Why should the nursing profession care about this issue or concern?
· What does the nursing literature have to say about this issue or concern including its frequency of occurrence?
· Who are the stakeholders or the people affected by the issue or concern?
References from nursing literature are required.
Application of Selected Nursing Theory to Issue or Concern
90
33%
This section of the assignment focuses on using the selected nursing theory to resolve the described issue or concern. Required information includes:
· Restating the selected nursing theory to be used. Nursing Theory Application – NR501
· Identification of one strategy useful in resolving the identified issue or concern.
· The strategy should be presented in depth with the following information being required:
o A specific description of how the selected nursing theory can help to resolve the issue or concern
o A specific and detailed description of the strategy to be used
o A specific and detailed description of how the strategy can be implemented
o A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern.
References from nursing literature are required.
Conclusion
30
11%
This section provides a summary or review of the key elements of the assignment including the selected nursing theory and its application to the issue or concern.
The concluding statements include self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.
Paper Requirements
10
4%
A nursing theory must be used.
Paper meets length requirements of 6 to 8 pages
Minimum of 6 scholarly nursing references
A dictionary, required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this Nursing Theory Application – NR501 assignment.
References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
APA Format
15
5%
Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section or topic of the Nursing Theory Application – NR501 paper. [one deduction for each type of APA style error].
Citations in Text
10
4%
Ideas and information that come from readings must be cited and referenced correctly.
Writing Mechanics
10
4%
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.
Total
275
100%
A quality assignment will meet or exceed all of the above requirements.
Nursing Theory Application – NR501
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VARK Analysis Paper – GCU NRS 429 Family-Centered Health Promotion
VARK Analysis Paper – GCU NRS 429 Family-Centered Health Promotion
Complete “The VARK Questionnaire: How Do I Learn Best?”
The VARK Questionnaire
Click “OK” to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
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Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we, our”) in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This VARK Analysis Paper – GCU NRS 429 Family-Centered Health Promotion assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
VARK Analysis Paper – GCU NRS 429 Family-Centered Health Promotion