Select one of the following four concepts for your paper: trust, hope, suffering, uncertainty. Once you’ve chosen your concept, complete the following:Determine the aim or purpose of your analysis; what do you want to accomplish by conducting this concept analysis? Answer the questions “Why am I doing this?” and “Why is this relevant to nursing knowledge and nursing science?” Conduct your literature review by identifying all uses of the term that you can discover. Answer “what are the known conceptualizations?     Locate and use a minimum of: 3 dictionary definitions; 1 thesaurus entry; and 5 scholarly references from the nursing literature (you may use non-nursing literature, if necessary). Combined, these references will be the basis for identifying and defining attributes of your selected concept.Determine the critical or defining attributes of the concept by identifying what each instance or use of the term has in common with the other uses. The more scholarly references you locate and use, the easier it is to determine critical attributes of a concept.Define the 4 cases using the critical attributes:     Construct a model case, or a real-life scenario that uses the concept and includes all critical attributes of the concept. Explain how you use each critical attribute. This case should be an accurate representation or model of your concept.Construct a contrary case, or one that is opposite of the concept. Support the claims you make by explaining how and why the contrary case does not contain any of the critical attributes of your concept.Construct a borderline case, or one that is related to the concept but is not actually an example of the concept. Support the claims you make by explaining how and why the borderline case differs from the model and contrary cases (i.e., does not contain all of the critical attributes of your concept, etc.)Construct an invented case, or fictitious scenario that uses the concept and includes all of the critical attributes. Explain how you use each of the critical attributes

Instructions:Complete a working draft of steps 1-4 of your assignment “Paper: Concept Analysis.” As a “check-in” opportunity, selected components of steps 1-4 must be provided in your post. If you have had insights that have developed since beginning your assignment, post them in your initial post. If you are unsure about how to do something, ask in your initial post. In short, this is your space to use to your advantage in order to revise and refine your work thus far and progress towards a final product. You should include the following:Why are you doing a concept analysis (besides earning course credit)? Why are concepts significant to the discipline? How do concept analyses contribute to nursing knowledge and nursing science? These questions should be answered in your introduction paragraph where you describe your aim/purpose.Of the 4 concepts (trust, hope, suffering, uncertainty), which one did you select?Post your reference list thus far; include 3 dictionaries,1 thesaurus, and a minimum of 5 scholarly references from the literature (nursing and non-nursing literature).What are the defining attributes of your concept you’ve identified? Of the 4 cases (model, contrary, borderline, invented) using the critical attributes, select and describe 1 case in your initial post.

 
2 postsRe: Topic 4 DQ 2

To be professionally accountable in nursing is necessary and vital for patient care and safety. According to The American Nurses Association Code of Ethics, the definition of accountability “ is to be answerable to oneself and others for one’s own actions.”
The nurse has to ensure that while delivering care, accountability is owed to themselves and the client, the client’s family, colleagues, the workplace and the profession.

An example of professional accountability is during the admission process of a client to a psychiatric unit for the first time. The client is involuntary and is not sure what this status means for them. With professional accountability, the nurse explains the involuntary status and also ensures that the family understands what this status is in a psychiatric facility. Due to the fact that the hospital is a teaching facility and nursing students are always present, each opportunity must be seen as a teaching moment, so nursing students can understand how professional accountability impacts the care of clients from the time of admission.

A senior nurse knows that establishing a therapeutic relationship allows the client to feel safe and being professionally accountable impacts both client and student especially during the assessment phase. Here the nursing process is key to clinical expertise and using the nursing process demonstrates that quality of care must start from the point of admission to discharge. This nursing process is kept in mind by a highly educated nurse who also uses evidence-based practice to deliver safe and effective care.

Evidence-based practice in professional accountability allows the nurse to have a better understanding of the practice and how accountability influences her to make decisions that fully impacts patient care.(Brower & Nemec,2017) An example of evidence-based practice in mental health is to form a client-centered plan of care to ensure all decisions are shared-decision making. The care team and the client seeking help with mental health issues come together to have client-centered care and self-directed care. 

With accountability to the client and self, the nurse is an advocate for the client and ensures that the latest evidence is used to drive change for better patient outcomes. ( Brower & Nemec, 2017).

Professional Accountability is one of the best ways for a nurse to self regulate, be conscious of the care and their impact when imparting knowledge to the future generation of nurses.

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal 

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

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:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

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 LopesWrite Technical Support articles for assistance.

AttachmentsNRS-427VN-RS3-CommunityTeachingWorkPlanProposal.docx

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal – Rubric

No of Criteria: 7 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0     Planning and Topic 30.0The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated. Effectiveness of Teaching Plan Criteria40.0Two or more of the assignment criteria are omitted. More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed.One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed.All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective.All assignment criteria are thoroughly completed. Rational and detail is provided throughout.Therapeutic Communication (C 4.2 Communicate therapeutically with patients.)10.0Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated.The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented. It is unclear if nonverbal techniques were employed. More information is needed. The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed. The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed.The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.Organization and Effectiveness 15.0     Organization of Proposal, Paragraph Development, and Transitions10.0Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking. Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. 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 Format (use of appropriate style for the major and assignment)2.0Template 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

 

• Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this week’s Discussion Forum.
• Identify the professional organization related to the specialization you have chosen to focus on for this assignment and explain how you can become an active member of this organization.