Required Resources
Read/review the following resources for this activity:

• Textbook: Chapter 4
• Minimum of 3 scholarly sources (in addition to the textbook)

Instructions
As part of the discussion this week, you made a brief exploration of a work of art to understand its subject, meaning, and intent. In this assignment, you will explore an artwork in more depth to consider the context in which it was created. Choose any painting, and address the following:

• Explain the artistic movement associated with the work of art.
• Describe the style of the artist (How is the artist unique within the movement?)
• Examine in some depth the influences that shaped the work. Address at least 2 of the following:
  • Stylistic influences
  • Subject/content influences
  • Cross-disciplinary influences such as literature, philosophy, music, science, technology, etc.
  • Historical influences
  • Political influences

• Reflect on your learning.
  • How did your research enhance your appreciation of the artwork?
  • How does understanding the context of a work help in interpreting it?

Include the following in your paper:

• Name of the painting
• Name of the artist
• Date created
• Image of the painting

Writing Requirements (APA format)

• Length: 1.5-2 pages (not including title page, references page, image, or caption for artwork)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page (minimum of 3 scholarly sources)

 hi dear,

I just need to 3 responses to the Discussions, and about 100 words for each responses.

1.  I was involved in a motor vehicle accident and I was the pedestrian.  This happened when I was attending high school and I was walking to school and suddenly I was crossing the road and I was struck by a sedan.It happened so fast and I did not realize that I sustained an injury and attempted to get up. The security guards from the school had to hold me down because the did not want me further injure myself. The paramedics arrived and determined that i dislocated my  right shoulder and right knee.  The street that I crossed now has a streetlight that should have been there to begin with. 

2.  After reviewing the statistics of injuries some of the things I learned is that there is a lot of injuries that occur when it comes to poisoning, vehicle, and firearm injuries. I assumed that injuries usually happen at home or at work. After reading the page, there is a high number of physician visits for injury related conditions. I never knew that poisoning would be considered an injury because I assumed that injuries include broken legs, bruising, and other factors that don’t deal with poisoning. The importance of the data that was provided allows people to have a better understanding of the prevalence of injuries. The data shows that injuries can be a common reason as to why people go to see their physicians. It showed me that not all physician visits are sick visits but injury related as well. Overall, the page provided importance in understanding the statistics of injuries and how common it is. 

3.  The blog I had chosen is the Suicide Among Former NFL Players and what I have gathered from reading the page is that there is a small correlation between playing football and suicide. One of the things I would comment is that I strongly believe there can be an association between playing football and suicide because playing football has it’s own risk of getting seriously hurt. Playing football is known for getting concussions and other serious related injuries. Although there are no scientific evidence to prove the theory but there is still a possibility that playing football correlates to suicide. Not only does playing football play a factor but there are many other factors that can result in suicide and these are environmental factors and the surroundings of the former NFL players. After playing football, some get into serious trouble with the law because they are not able to live a life outside of football and they have a lot of money to use as well. Overall, I believe that there is a slight correlation between playing football, retiring and suicide. 

Thanks,

The following is another student reply please chose one of the 3 answers and add some other extra information relating to. it should be 3 shorts paragraphs. Remember APA references and less than 20 % similarity. 

Questions   

1.  What is your role as a nurse in protecting patient healthcare information?

2.  Describe the role of information management nursing practice.

3.  Research what types of technologies and service such as free internet exist in South Florida for underserved populations. Describe what they are and how does the underserved population gain access to them

Answers

1.         Nurses have an incredible level of access to patient information to the point were leaving a screen open can result easily in identity theft. It is an expectation that nurses have the competence and skills of basic software used to maintain privacy, security and confidentiality. (Masters, 2017). Also it is the responsibility of the nurse to ensure that the patient information is protected at all times.

Nurses need to be aware that leaving a computer screen unlocked, for example, allows anyone to access patient health and biographical information. This can be used against the patient in legal issues and can be used for identity theft. As nurses we should make sure that no unauthorized person has access to our patient records.

Additionally it is important to keep in mind that the health information cannot be discussed in front of anyone without patient’s consent. It is an easy mistake to make when you walk into a patient room and assume that they are okay to share what is going on with their friends or family visiting. As nurses we have to ask and make sure that the patient is in agreement with sharing such information.

2.         Information management has the goal to help the nurse deliver safe and effective care, by the use of technology, systems and devices to support a safe practice. (Masters, 217) This is not only referring to software and electronic medical records. It is all electronic technologies that we use to assess, verify identifications, verify medications, etc. All of these supports the safe practice of nursing.

The collection of so much data has evolved in the complication of too much data. This data is not easily access for research because there is not a standardized format for filing, therefore, no standardized format to find it. (Masters, 2017). For example, if one nurse wants to research the studies supporting the practice of turning patients every two hours to prevent skin breakdown, there are many way to research the information and each combination of words will yields different studies. In this example all studies will get to more or less the same conclusion, but that is not true for every case of research.

It is important for the future use of data to train nurses in nomenclature usage. The more similar our reporting the easier and more efficient we will become at researching data. As we make more uniform recording on health records, information on each case will be easier to find to provide a better care for the patient.

3.         One of the technology services offered for the underserved is called Lifeline, which will give a $9.25 discount per month per household in either phone line or internet service. To qualify an application must be filed and approval by the company is needed. For the lifeline program is easier to qualify if the household receives other federal assistance. Research what types of technologies and service such as free internet exist in South Florida for underserved populations. Describe what they are and how does the underserved population gain access to them. (Cossick, et al., 2020)

            Another available service is the computer and free internet use in Miami Dade Public Library System, to access it the only requirement is to have a public library card. To obtain a library card one must go in person and show an ID and proof of residency in the county. (“Explore the Power of Your Library Card”)

References

Cossick, S., Cossick, S., George, N., George, N., Cossick, S., & Sc. (2020, March 20). Low Income Internet Guide: Find Discount Internet Service In Your Area. Retrieved from https://www.allconnect.com/blog/low-income-internet-guide

Explore the Power of Your Library Card. (n.d.). Retrieved from https://www.mdpls.org/library-card/library-card.asp

Masters, K. (2017). Role development in professional nursing practice. Burlington, MA: Jones & Bartlett Learning.

After you read the instruction carefully and read the articles please give initial post one page with intext citation and reference

Step 1: Read the following articles

American Nurse Association. The American nurse. On less familiar ground. Strategies aim to reduce random floating, improve the experience. August 31, 2017. (Attached to discussion)  (Links to an external site.)

Brown T. Nurses are talking about: floating and rapid response duty. Medscape Sunday September 17, 2017. http://blog.diversitynursing.com/blog/nurses-are-talking-about-floating-and-rapid-response-duty (Links to an external site.)

Davies K. Advance healthcare networks for nurses. Float assignments. Nursing advisor. http://nurseadvisormagazine.com/nurse-advisor/in-the-breakroom/float-nursing-to-reduce-healthcare-costs/ (Links to an external site.)

Nurse.com. Do registered nurses have to float to areas where they have not been trained or feel comfortable working? Is this legal? December 11, 2013. https://www.nurse.com/blog/2013/12/11/do-rns-have-to-float-to-units-where-they-have-not-been-trained-or-feel-comfortable-working-is-this-legal/ (Links to an external site.)

O’Connor K, Dugan LJ. Addressing floating and patient safety. RN Nursing February 2017-Vol 47-Issue2-page 57-58 doi:10.1097/01. NURSE.0000511820.95903-78. https://journals.lww.com/nursing/Fulltext/2017/02000/Addressing_floating_and_patient_safety.15.aspx#:~:text=%20Addressing%20floating%20and%20patient%20safety%20%201,nurses%20may%20perceive%20floating%20negatively%2C%20it%27s…%20More%20 (Links to an external site.)

RN responsibility when floating to new patient care unit or assigned to new population. https://www.rn.ca.gov/pdfs/regulations/npr-b-21.pdf (Links to an external site.)

Priority Actions to take when Floating

Floating is defined as “the reassignment of staff from one nursing unit to another based upon the patient census and acuities”. Floating is difficult and has always been a problem for nurses but safe patient care is always the goal. Floating is a reality that often cannot be avoided, particularly in the hospital setting. Floating may cause anxiety, stress, overwhelming, scary, draining, dissatisfaction, disruptive, and feeling of frustration even to a very experienced and skillful nurse to be pulled to work on a unit outside her/ his comfort zone. This might be caused by discomfort from unfamiliarity related to diverse patient population, staff, unit, and the processes to a work on a different department. Working in unfamiliar area makes nurses uneasy by not knowing what to expect. Yes, they know how to take care of the patients but without proper orientation to the unit/ area one will be floating is not easy. Whenever staff members are sent to float to an unfamiliar unit, it is expected that at least they will be able to perform the basic assessment and skills.

What Should the Registered Nurse Do When She/He Has to Float?

Before accepting patient assignment when floating to a different unit…

1. Make sure you have the necessary knowledge, judgement, skills, and ability to provide the required patient care. The nurse should not accept any patient care assignment he/ she is not competent to deliver the care but instead accept limited assignment of nursing care duties you can utilize your current competence.
2. Remember that the department you are floating will be glad to have you to help them decrease their patient work load. You will be responsible for your own actions and will be the one to face disciplinary action by a State Board of Nursing if you are not competent to perform the assignment delegated to you.
3. Talk to the Charge Nurse of the unit you are floating if you refuse the assignment being given to you and discuss the reason of your refusal. Let him/ her know that you are there to help but they should give you patient assignments that you are competent and comfortable to handle. The Charge Nurse of your permanent unit may be able to help you as well in talking to the unit you are floating If they insist for you to take the assignment. You may seek the help of the Nursing Supervisor. You can write an incident report to cover yourself.

According to American Nurses Association (ANA), “Registered Nurses must have the professional right to accept, reject, or object in writing to any assignment that puts patients or themselves at serious risk for harm.” The Joint Commission on floating clearly states that when an employee is asked to float to a different unit, that unit must be similar to his or her own and that the nurse must demonstrate competencies specific to that unit. Furthermore, the assigned employees should be floated to areas of comparable clinical diagnoses and acuities.

Initial Discussion Assignment:

You are a nurse on a medical-surgical unit that is currently well staffed with each nurse at a 3:1 ratio. There were two call outs in the oncology unit and it is your turn to float. The charge nurse informs you that you are being floated to the oncology unit and that you have been assigned to care for four patients.

Your discussion posting must address all of the following issues:

1. Summarize the concepts of floating that were addressed in the attached articles.
2. What steps would you take in this scenario to ensure a safe transition into the unfamiliar unit?
3. Why are these steps important?
4. What are some of the legal ramifications that can occur if you accept an assigned that is out of your scope of practice?

On less familiar ground Strategies aim to reduce random floating, improve the experience.pdf 

Community Teaching Plan: Teaching Experience Paper 

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA 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 LopesWrite Technical Support articles for assistance.

Community Teaching Plan: Teaching Experience Paper – Rubric

No of Criteria: 10 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0     Comprehensive Summary of Teaching Plan 15.0Summary of community teaching plan is omitted.Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear. Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support.Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support.Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population. Epidemiological Rationale for Topic15.0Epidemiological rationale for the topic is omitted.Epidemiological rationale is unclear or incorrect.Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support.Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity.Strong epidemiological rationale is provided and demonstrates support for the topic presented.Evaluation of Teaching Experience20.0Evaluation of teaching experience is omitted or incomplete.Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience. Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience.Evaluation of the teaching experience is generally presented. Some detail is needed for clarity. A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated. Community Response to Teaching Provided15.0Community response to teaching is omitted.Community response to teaching is partially summarized. More information is needed.A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity.A description of community response to teaching is generally presented. Some information is needed for support or clarity.A detailed description of community response to teaching is presented. Areas of Strength and Improvement 15.0Areas of strength and improvement are omitted.Areas of strength and improvement are partially discussed.Areas of strength and improvement are generally discussed. Areas of strength and improvement are discussed.Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.Organization and Effectiveness 15.0     Thesis Development and Purpose5.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed and/or vague; purpose is not clear. Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.Format5.0     Paper Format2.0Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage  100