You are working in an ICU where a 16-year-old girl is in critical condition after an auto accident. Her mother comes in and begins to sing, sprinkle tobacco around the bed, hang eagle feathers and crystals around the room, and move her hands back and forth above the girl’s body. The girl’s nurse tells the mother that visiting time is over and that she should take all these dirty things out of the room. The mother insists on staying by the bedside and says that if she had placed rosary beads or Bibles in the room she would not have been questioned.

• What cultural and spiritual issues are evident in this situation?
• Apply cultural competence to this case
• Discuss complementary therapies evident in this situation
• How would you incorporate spiritual care?
• How would you approach this situation?
• What principles would guide you?

Use a scholarly article and use APA format 

 
1- excellent post. I can imagine it is a great challenge to be without a manager, and I am glad to hear you may have a new manager soon. I agree that stress, job dissatisfaction, and a negative work environment can lead to conflicts. Our text book states that conflict is a natural and inevitable outcome in any group or organization. Conflict has the potential to be a positive force in determining group performance. Since conflict is natural and Huber (2014) states it should be accepted, one important part is how we deal with a negative conflict, and how we work as a team work to solve it. I also agree that not everyone can be a manager. It is indeed a challenging job, and it takes a very special person to handle being a manager while being successful and appreciated by his/her employees.

Thank you.

Reference: 

Huber, D. (2014). Leadership and Nursing Management, 5th Ed. [Pageburstls]. 

Retrieved from https://pageburstls.elsevier.com/#/books/9781455740710/

2-The readings this week discuss power and conflict extensively. Our textbook states that common sources of conflicts within organizations include communication, power, personalities, values, roles, and resources. Furthermore, change increases the risk for conflict within a group or an organization. Changes can be both positive and negative; they may lead to either stress and conflict, or something positive that results in an improvement within the workplace (Huber, 2014).

Conflict is a natural and inevitable outcome in any group or organization and should be accepted; the crucial part is how employees deal with conflict and how they try to solve it. Also, according to Huber (2014), there are different types of conflicts. In this particular example, the situation appears to be related to relationship conflict; awareness of interpersonal incompatibilities, which includes feelings of frustration and tension among the nurses and the new director. Also, this director appears to have an autocratic leadership style; she makes all the decisions without inviting feedback from other employees (Sfantou et al., 2017).

As mentioned above, power can be a source of conflict in a group setting. When used incorrectly, power may lead to conflict within a team of individuals. Consequently, this may lead to ineffective teamwork, and a negative work environment. As a nurse leader, it is important to address conflicts as soon as possible, as it may result in dysfunctional and destructive outcomes. In this scenario, I would suggest using the creative problem-solving mode. The goal is to come to a solution that leads to feelings of gain and no feelings of loss for all participants; a win-win solution. According to Huber (2014), creative problem solving is the most effective mode of conflict management. When using this approach, there are a few important steps to include. These steps are:

1)    Initiate discussion

2)    Respect individual differences

3)    Be empathic with everyone involved

4)    Have assertive dialogue; keep feelings and facts separate, clearly state the main issues, be an active listener

5)    Agree on a solution that balances the power and satisfies everyone involved

Though the word power relates to strength, it can also mean the ability to control and dominate. In addition, power can be viewed as something positive. Nurse leaders recognize that understanding and acknowledging power and learning to seek it appropriately, is imperative in nurses’ efforts to help shape their own practice and the broader health care environment. As the largest health care professional, nursing must use power and influence to facilitate change in health care organizations (Huber, 2014).

References:

Huber, D. (2014). Leadership and Nursing Care Management, 5th Edition. Retrieved from http://evolve.elsevier.com

Sfantou, D. F., Laliotis, A., Patelarou, A. E., Sifaki-Pistolla, D., Matalliotakis, M., & Patelarou, E. (2017). Importance of Leadership Style towards Quality of Care Measures in Healthcare Settings: A Systematic Review. Healthcare (Basel, Switzerland), 5(4), 73. doi:10.3390/healthcare5040073

3-I can see why there could be some resentment when input was not requested from the current employees. I am currently going through a reorganization with management at my place of employment. For months, we have been without a nurse manager, but we just received word of a newly hired manager. I feel that this new manager will be faced with conflict from current staff since we have gone without for so long.

There are three different types of conflict, these include intrapersonal, interpersonal, and intergroup (Huber, 2014). Intrapersonal conflict comes from within a person; this could be stress or internal conflict (Huber, 2014). Interpersonal conflict occurs when conflicting roles occur between different responsibilities (Huber, 2014). Leadership and Nursing Care Management gives the example of the working parent deciding if they should go to work or stay home to take care of their sick child (2014). Intergroup conflict when there is conflict between different groups (Huber, 2014).

There are different factors that could lead to conflict. A few examples include job dissatisfaction, stress, and negative work environment (Huber, 2014). In order to resolve conflict, one must first assess the situation; it is helpful to have an open mind to new ideas and be accepting to help that is offered (Huber, 2014). It is also best to address problems soon after they arise, scheduling a staff meeting is one way that the problems are able to be addressed promptly (Huber, 2014). I feel that having open communication with staff members is appreciated. If I was a Nurse Manager, I would be sure to listen to my staff member’s concerns, and address issues early on. I would also be sure to make the staff aware that they are appreciated. A staff member who feels appreciated will likely go the extra mile at work.

I feel that not everyone can be a manager. Managers can have difficult jobs when attempting to restructure or change an organization, and they will likely face pushback from some employees. It is helpful to understand that change is never easy, especially for employees who are used to doing things a certain way. Having an open mind and a little understanding from all involved will go a long way.

Huber, D. (2014). Leadership and Nursing Care Management, 5th Edition. [Pageburstls].

 Retrieved from https://pageburstls.elsevier.com/#/books/9781455740710/

 

Ms. X., aged 55 years, has been complaining of severe fatigue and “indigestion.” Her son is quite concerned and decides to take her to the emergency department. On arrival she appears very anxious, and her facial skin is cool and clammy; her blood pressure is 90/60, and the pulse is around 90, weak, and irregular. She is given oxygen, an intravenous line is opened, and leads for ECG are attached. Blood is taken for determination of serum enzymes and electrolytes. Tentative diagnosis is myocardial infarction involving the left ventricle. Her son provides information that indicates Ms. X is a long-time smoker, has a stressful job as a high school teacher, is recently separated after 20 years of marriage, and is fearful of losing the family home. She has also seemed to be more fatigued and stopped going to the gym about 18 months ago. She has begun to rely on “fast foods” like pizza and fried chicken and cooks infrequently. Her father had died of a heart attack at age 50. She had also noticed more fatigue and intermittent leg pain when walking or climbing stairs at work. Generalized atherosclerosis is suspected.

1. List the high-risk factors for atherosclerosis in this patient’s history.
2. Describe how atherosclerosis causes myocardial infarction.
3. It is suspected that the indigestion reported in the history was really angina. Explain how this pain may have occurred.
4. Explain each of the admitting signs.
5. What is “atypical” in Ms. X’s symptoms? How does this affect treatment and prognosis?
6. What information do serum enzyme and electrolyte levels provide?
7. What purpose does the ECG serve? It is determined that Ms. X. has a large infarct in the anterior left ventricle.
8. Ms. X. is showing increasing PVCs on the ECG. State the cause and describe the effect if these continue to increase in frequency.
9. On day 6 after admission Ms. X is preparing to go home with her son and they receive instructions on lifestyle modifications that are desirable if Ms. X is to avoid another MI. What measures should be included in such a discussion?
10. Discuss how stress could have played a factor in Ms. X’s MI and her future post discharge.
11. Ms. X’s condition becomes less stable and she remains in the hospital. On the seventh day following admission, she is found unconscious on the floor of her bathroom. Her pulse is weak and elevated, and her skin is moist with pallor evident. Her BP is 50 systolic. A diagnosis of cardiogenic shock is made, and resuscitation efforts are started.
12. Explain why Ms. X. has experienced cardiogenic shock at this time.
13. Describe the effects of cardiogenic shock on the organs of the body.
14. What problems will occur if decompensated shock occurs? How is compensation limited in this situation?
15. Ms. X dies shortly later. What is the cause of death in this case?

 Please refer to the Grading Rubric for details on how this activity will be graded 

 

Case Study Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Case Study Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of Case StudyThe writer demonstrates a well-articulated understanding of the case study subject matter in a clear, complex, and informative manner. The case study content and theories are well developed and linked to the course content, assignment requirements, and practical experience. The case study includes relevant material that fulfills all objectives of the assignment.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

30 pointsThe writer demonstrates an understanding of the subject matter, and the components of the case study are accurately represented with evidence-based practice, ethics, theory, and/or role content. Course materials and scholarly resources are present to support required concepts. The paper includes relevant material that fulfills all objectives of the case study.

Cites two references.

26 pointsThe writer demonstrates a moderate understanding of the subject matter, as evidenced by components of the case study and use of evidence-based practice, theory, or role-development. Course content is present but missing depth and/or development.

Cites only one reference.

23 pointsAbsent application to evidence-based practice, theory, or role development.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Significant content of case study is vague, inaccurately portrayed, or missing.

No references cited.

Submits assignment late.

20 points30Analysis and Synthesis of Case Study Content and MeaningThrough critical analysis, the submitted case study provides an accurate, clear, concise, and complete summary of the scenario.

Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints.

All instruction requirements noted.

30 pointsCase study is complete, providing evidence of further synthesis of course content via scholarly resources.

Information is synthesized to help fulfill the case study requirements. The content supports at least one viewpoint.

Submission provides clarification of the assignment by correctly answering all posed questions within the instructions.

All instruction requirements noted.

26 pointsLacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. Case study content may be confusing or unclear, and the summary may be incomplete.

Most instruction requirements are noted.

23 pointsSubmission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Missing some instruction requirements.

Submits assignment late.

20 points30Application of KnowledgeThe summary of the case study provides information validated via scholarly resources that offer a multidisciplinary approach to the scenario provided.

The student’s application in practice is accurate and plausible, and additional scholarly resource(s) supporting the application are provided.

All questions posed within the assignment are answered correctly in a well-developed manner, applying knowledge with citations for validation.

All instruction requirements noted.

30 pointsA summary of the study, findings, and knowledge gained from the assignment is presented.

Student indicates how the information will be used within their professional practice.

All questions posed within the assignment are answered within the case study. The answer to one question may be vague and/or limited in development, but as a whole all answers are correct.

All instruction requirements noted.

26 pointsObjective criteria are not clearly used, allowing for a more superficial application of knowledge between the assignment and the broader course content.

One question is answered incorrectly and/or two case study answers are vague or limited in development but remain correct.

Student’s indication of how they will apply this new knowledge to their clinical practice is vague.

Most instruction requirements are noted.

23 pointsThe application of knowledge is significantly lacking.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Student’s indication of how they will apply this new knowledge to their clinical practice is not practical or feasible.

Application of knowledge is incorrect and/or student fails to explain how the information will be used within their personal practice.

Multiple questions are not answered or are answered incorrectly (e.g., two questions answered incorrectly, or three case study answers are vague or limited in development but remain correct).

Missing some instruction requirements.

Submits assignment late.

20 points30OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.

5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted.

3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 pointsCorrect and consistent APA formatting of references, and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors, or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points5To 

 

Master’s Prepared Nurse Interview

Project Description:

Interview a nurse who is master’s-prepared in nursing and is using this education in a present position. Preferably, select someone who is in a position similar to your chosen specialty track. The purpose of the interview is for you to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gained, and is presently using, that reflect advanced education. Organize your interview around the topics below:

1. Overview of the master’s-prepared nurse’s career
2. Reason for seeking graduate education
3. Description of present position and role
4. Usefulness of graduate education for present role
5. Pearls of wisdom he/she is willing to share

In 750-1,000 words, write the interview in a narrative format. Use the following guidelines:

1. Within the paper’s introduction, explain your interview selection.
2. Do not identify the individual by name.
3. Use centered headings to separate parts of the interview.
4. In the conclusion, identify one or more competencies from the interview that are consistent with GCU program competencies and/or AACN education essentials. In addition, provide a statement that reflects what you gained from the interview.

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 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 LopesWrite. Refer to the directions in the Student Success Center.